The article analyzes how an evidence-based educational approach influences teaching practice and school equity. In this study, 314 early childhood, primary, and secondary teachers from Catalan schools classified as high, medium, and low complexity were surveyed. The results show that, although teachers recognize the value of educational research, its application largely depends on organizational conditions and the school context.
Low-complexity schools offer more favorable environments for the systematic use of evidence, which reveals both an opportunity and a challenge: improving these conditions in schools with greater complexity. Even so, the differences between types of schools are generally small. Among the key factors for promoting evidence-based practices are time for professional development and the regular evaluation of teaching practice.