How can educators and higher education institutions make the impact of their actions visible, understand it, critically reflect on it, and use this knowledge for further development? This issue of Horizont Lehre. Perspektiven und Wege explores the field of evaluation and impact reflection. The articles presented in this issue promote a shift in perspective by conceptualising evaluation as a reflective, dialogic, and learning-oriented process that supports the enhancement of teaching and learning and contributes to broader institutional development. Combining research perspectives with practical, future-oriented, and implementation-focused contributions, the issue offers diverse insights into evaluation, impact-oriented approaches, and reflective educational practice. Readers are invited to engage with innovative ways of understanding evaluation as a process that is impact-focused, inquiry-based, participatory, and reflective.