Despite decades of educational research, evidence-based practices remain marginalised in teacher training, curriculum design, & classroom implementation. Instead, unproven fads continue to dominate. This article argues that education’s failure to mature into a profession grounded in empirical research (unlike medicine, accounting, or engineering) is the root cause. We examine ideological resistance, weak research standards, & structural failures in English Language Teaching (ELT) as a case study. Finally, we propose a pathway toward a more evidence-informed educational profession.