This special issue of the Australian Educational Researcher (AER) assembles diverse perspectives from local and international authors to critique the quality and impact of educational research. It aims to guide researchers in responding to the proposed Research Quality Framework by offering a broad range of insights. Edited by Jill Blackmore, Jan Wright, and Valerie Hanwood, this issue serves as a resource for understanding the public assessment of educational research and its implications for the field. Contributions from various disciplinary perspectives are encouraged to advance the understanding of educational issues.