EERA Blog
European Educational
Research Association
Inclusive education – between policy and practice
Researchers from the Norwegian University of Science and Technology, (NTNU) presented their INCLUSCHOOLproject, funded by the Research Council of Norway, at ECER 2025. The project’s main objective is to gain new knowledge about inclusion and inclusive practices in schools. Inclusive education is high on the global agenda and is described by UNESCO (2003) as an ongoing process grounded in the conviction that it is the responsibility of the mainstream school system to educate all children. The UN Sustainable Development Goal on Quality Education (goal no. 4) emphasizes that “Access to inclusive, high-quality education is one of the most important conditions for welfare, health and equality...
Reflections on teacher protest in Serbia — When educational change becomes political
In Serbia, the 2024/25 school year began with teachers protesting for better working conditions. But something shifted: what started as professional demands evolved into a call for broader social change. This story, told by a group of Serbian teachers and teacher educators, traces how educators moved from the picket line into civil disobedience, joining students demanding government accountability after a national tragedy.
What’s missing in ITE? Preparing teachers to address poverty in mathematics education
What role should Initial Teacher Education play in tackling child poverty in mathematics? This post explores why poverty must be named — not hidden under the broad label of inclusion — and what student teachers may be missing in their preparation for equitable mathematics teaching.
What PhD Dissertations Reveal About Early Childhood Education in Spain
Discover what recent PhD dissertations reveal about early childhood education in Spain, including emerging research trends, key themes like teacher training and inclusion, and the role of women in academic production.
Conferences as catalysts for researcher development: Lessons from Post-Soviet contexts and reflections from ECER
A personal reflection on academic conference experience, comparing post-Soviet systems with modern conferences such as ECER, with advice for early-career researchers.
ERC TAMPERE 2026 – upcoming submission deadline for emerging researchers’ conference in finland
The submission deadline for the Emerging Researchers’ Conference in Tampere in 2026 is 31.01.2026. Find out the theme of the conference, and how to submit on our blog.
ERG Webinars: Tips for academic publishing and grant application for early career researchers
A serues of ERG webinars provided early career researchers with tips for academic publishing, journal selection, and grant writing to build their academic identity.
Teacher burnout: Lessons from the aftermath and what helps teachers thrive again
In the aftermath of teacher burnout, a critical phase is often overlooked – the return to the classroom. We look at how school leadership and colleagues can provide support.
Advancing international comparative research on the roles of teaching assistants in schools
International understanding of teaching assistant roles is fragmented. The newly formed International Teaching Assistant Research Network (ITARN) is addressing this by creating a shared comparative framework to unify global research efforts.
Why we must listen to migrant children: School belonging in a hostile environment
Across Europe, migration is increasingly politicised, creating challenging environments for migrants and their families. Thi Bogossian’s ethnographic research in a diverse English primary school reveals how education can act as an “oasis” of belonging for migrant children amid exclusionary politics.
The radical democratic imperative in educational policy research
This blog post is both inspired by, and intended as a rejoinder to, a symposium on educational policy research for which I acted as a discussant within the Curriculum Network during the ECER 2025 conference. The symposium: ‘Policy-Making for Plural Education Publics in Europe’, involved three quite diverse papers, which I must admit pressed me to conceptualise a coherence among them. Briefly, Lousie O’ Reilly and Majella Dempsey presented an analysis of the partnership model of curriculum-making in Ireland, charting both the overt and covert forces influencing a national curricular reform. Stavroula Philippou discussed the curriculum changes over time in home economics and health education...
Calling for AI-informed student activism in K-12 schools beyond learnification
Artificial intelligence is rapidly transforming education worldwide, with governments, researchers, and students shaping its integration. Beyond policies and innovation, AI raises urgent questions of ethics, equity, and democracy—while offering opportunities to empower student leadership, amplify voices, and strengthen global collaboration.
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