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Abstract Bridging gaps between educational stakeholders at the classroom, school, and system levels is essential to achieve sustainable change in primary and secondary education. However, transferring knowledge or building capacity within this network of loosely coupled stakeholders is demanding. The brokerage concept holds promise for studying these complex patterns of interaction, as it refers to how specific actors ( brokers ) link loosely coupled or disconnected individuals ( brokering ). However, different research traditions, in terms of theoretical frameworks and methodological approaches, and various stakeholders examined in their role as bridge builders make understanding the role of brokers, brokering, and brokerage in changing educational practice challenging. Therefore, the purpose of this study is to provide an overview of the current literature on these concepts in educational change research. In a systematic literature review based on 42 studies, we analyzed each study’s theoretical assumptions, methodological approach, scope in terms of stakeholders involved, and empirical findings. First, the literature review revealed that research on educational change refers to four different theoretical frameworks when focusing on brokers, brokering, or brokerage. Second, our results indicate that predominantly qualitative approaches have been applied. Third, using content network graphs, we identified teachers and principals as among the most frequently analyzed brokers. Fourth, four relevant aspects of the empirical findings are presented: brokers’ personal characteristics, conditions that enable brokering, successful brokering strategies, and outcomes of brokerage. Finally, we outline a future research agenda based on the empirical evidence base and shortcomings.
Rechsteiner et al. (Sat,) studied this question.