Abstract
The unit of analysis is a central piece in any methodology - it determines the object of inquiry. In the growingly diverse landscape of learning research, being clear about our units of analysis becomes a matter of utmost importance. This special issue brings together contributions from diverse theoretical and methodological traditions within learning research, in which the unit of analysis is made explicit both with respect to concrete empirical cases and to implications for learning research and practice. By offering an overview of frameworks and diverse analytical tools available in the current research on learning, the articles together contribute to a much needed quest for being more specific, as a collective, on the different understandings of what learning is, and how it can be studied. Overall, the special issue highlights theoretical and methodological implications with regard to the potential each unit of analysis has for research on learning and for facilitating change in the educational practice, offering thus input for imagining a transformative agenda.