Challenging the rise of transactional language in educational policy

Challenging the rise of transactional language in educational policy

by | BERA, ESAI, NW 1 Professional Learning and Development

For some time now, I have been eager to share my thoughts on how transactional language has infiltrated the discourse of educational reform and associated continuing teacher education. I refer specifically here to how the terminology of related policy has adopted a rather corporate flavour, mimicking patterns of the economic and business world. In the Teaching and Learning International Survey ( OECD, 2018) this ‘resignification of educational language’ (Flubacher & Del Percio, 2017, p. 7) was difficult to ignore. Populated by phrases such as ‘cost effective mechanisms to deliver professional training ‘( p.160) and ‘individual teacher performance in the workplace’ (p. 156), the word ‘indicators’ appears no less than 69 times.

Here in Ireland, recent policy to guide ambitious reform efforts which are aimed at upper secondary education (Department of Education and Youth, 2025) uses the term ‘delivery’ when describing the teacher professional development and learning to support the reforms. The same document is peppered with the term ‘tranche’ in reference to an incremental “roll out” of revised subjects. Notably the Oxford dictionary defines tranche as ‘a financial instalment’ with Investopedia describing tranches as ‘segments of a whole divided up to be more marketable to investors’.

Neoliberalism made us do it!

We should not be surprised that this transactional tenor has infiltrated education policy speak. Since the 1990s, Europe, like much of the western world, has succumbed to the marketisation of education as a competitiveness resource (Sahlberg, 2012) wherein education policy is frequently characterised by successive action plans, target setting and frantic timelines. Cue a distinct catalogue of what Hood (1995, p. 105) once described as ‘new managerial catchwords’ enshrined in a ‘new global vocabulary’ for education. An analogous critique below of three such catchwords often used in the context of education reform and continuing teacher development, attempts to highlight their unsuitability for the sphere of education.

DELIVERY – Quality professional development and learning for teachers during periods of reform is not a ready- made product that travels by courier from some warehouse of ‘packages’ for recipient teachers to unwrap on its arrival. The corpus of research ( Timperley et al., 2007) and direct experience has long shown that knowledge and learning is constructed by the self-identified needs of teachers informed by those of their young learners. Skilful facilitation and dynamic exchange realises this potent process where teachers become the knowledge constructors and shapers of policy, as opposed to mere consumers of that created by others.

ROLL-OUT – Quality professional development and learning is not a vaccine injected en masse into our teacher population during periods of reform ‘…to pep them up, calm them down, or ease their pain’ (Hargreaves, 1994, p.430). Framing it in this way suggests a national marshalling of ‘one shot’ remedies to protect them against the next wave of ‘viral’ reform.

TRAINING – With no disrespect to the process of training in its appropriate context, teacher professional development and learning is not a technical endeavour operated by PowerPoint saturation and rehearsed scripts. The purpose of continuing teacher education is not to ‘indoctrinate’ teachers (Gibbons et al., p.1994) using standard slideshows, but to craft an environment where teachers as thinking professionals navigate complex dilemmas and make sense of reforms according to their unique schools and classrooms.

Deeply pervasive yet unnoticed

I’d like to emphasise here that there is nothing inherently wrong with this kind of terminology. However, it becomes problematic when crudely applied to the messy nature of educational reform and the equally uneven but richly reflective process of teacher development and learning. The voice afforded to this ‘uneducational’ terminology has been amplified with the advent of unprecedented reform associated with the aforementioned subordinance to neoliberal doctrine policy.

Ironically, the big idea of teacher agency is presented as a rationale across many of these current reforms. In this case however , we see teacher agency manifesting at the level of discourse where it is arguably restricted through an uncontested lexicon of reductive terms. Research into teacher agency (Priestley, Biesta & Robinson, 2015) shows that many teachers already overwhelmed by the volume of change simply adopt the language of the latest policy without critically questioning what that language suggests, or how it colours perceptions  of who teachers are, what they do and how they learn best.

At a time of so many other pressing issues in education, I appreciate that this argument may appear somewhat trivial or pedantic. One might even argue that we could just ignore the prevalence of these terms and tolerate them as well-intended policy wording. But what is tolerated gets accepted before eventually penetrating our culture as the taken-for-granted order of things. Indeed, so pervasive has this register become, that it is barely noticed let alone questioned while unwittingly rolling off the tongue (mea culpa also!).

 ‘Be kind to our language while alert to how we use particular words and to how words use us’ 

Timothy Snyder

Snyder (2016, p.59) reminds us that the language we adopt constructs and constrains the meaning applied to reality. It is, therefore, more than just a matter of words which themselves ‘are not some kind of decorative wrapping paper in which meaning is delivered’(Collini 2017, p. 3), but of powerful neoliberal undercurrents steering our thinking and behaviours with important implications for how our professional development and learning is perceived, enacted, and valued.

Call to action

Given that ‘the fault lines are always in danger of becoming visible when language is looked at critically’ (Gray et al., 2018, p. 474), I do believe it is time to disturb the rhetorical structure of language that has found a cosy home in the discourse of educational reform and continuing teacher education. More profoundly, we need to challenge the slavishness to neoliberal ideas and economic persuasion that is helping it to thrive when its very connotations are antithetical to what we value about meaningful reform and the complexities of teacher growth.

There is no room for transactional language in the transformational space we occupy as educators .

There is an alternative and we as a profession have an option to critically deconstruct these blindly accepted terms towards welcoming a glossary that respects our highly skilled work and honours the deeply sophisticated nature of how we develop and learn .

Key messages

  • A certain body of terminology synonymous with corporate doctrine has gained a foothold in the discourse of teacher continuing professional development .
  • Largely rooted in a deference to the marketisation and consumerism of education, it features regularly in the discourse of education reform and associated teacher learning and development efforts
  • An affront to teacher agency, the use of such language promotes a perception of teachers’ work and learning as technical, linear and unproblematic while fundamentally misrepresenting its complex nature particularly during times of reform.
  • A universal blind acceptance of this business-like language register renders it largely unchallenged despite its incompatibility with all things educational.
  • It is time to open the conversation about the legitimacy of such terms in the education context and explore more suitable alternatives
Dr. Ciara O' Donnell

Dr. Ciara O' Donnell

Dr. Ciara O’Donnell has worked in the area of Continuing Professional Development for teachers for over 20 years. From 2013 to 2022 she was the National Director of the Professional Development Service for Teachers (PDST), Ireland’s first multi- disciplinary and cross-sectoral national CPD support service for teachers and school leaders.

Commencing her career as a primary school teacher, she has held a number of leadership positions in Irish teacher education in the areas of school leadership, educational disadvantage, curriculum development , CPD policy, design and research. Ciara now works as an independent education consultant and speaker specialising in teacher education, curriculum and school leadership while also working as a tutor with Maynooth University. Her published research explores the experiences and learning of teachers seconded to continuing teacher education and its impact on their future careers.

Other blog posts on similar topics:

References and further reading

Collini, S. (2017). Speaking of universities. London: Verso.

Del Percio, A. &  Flubacher, M. ( 2017) Language, Education and Neoliberalism.  In M. Flubacher, M. & A. Percio ( Eds) Language, Education and Neoliberalism.  Bristol: Multilingual Matters

Department of Education and Youth (2025) Senior Cycle Redevelopment Implementation Support Measures. Dublin: The Department of Education and Youth. https://www.gov.ie/en/department-of-education/publications/senior-cycle-redevelopment-implementation-support-measures/

Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P. & Trow, M. (1994) The new production of knowledge. London: Sage Publications. https://ia801409.us.archive.org/30/items/mode1_2/mode1_2.pdf

Gray, J.  O’Regan, P.  &  Wallace, C . (2018) Education and the discourse of global neoliberalism, Language and Intercultural Communication, 18:5, 471-477. https://doi.org/10.1080/14708477.2018.1501842

Hood, C. (1995) Contemporary Public Management: a new global paradigm? Public Policy and Administration, 10, 104-117.https://doi.org/10.1177/095207679501000208

Hargreaves, A. (1994) Changing Teachers, Changing Times: Teachers’ Work and Culture in the Postmodern Age. London: Cassell . https://www.scirp.org/reference/referencespapers?referenceid=1385110

Priestley, M., Biesta, G.J.J. & Robinson, S. (2015) Teacher Agency: An Ecological Approach. London: Bloomsbury Academic.

Sahlberg, P. (2012). How GERM is infecting schools around the world? Retrieved from https://pasisahlberg.com/text-test/

Synder, T. (2017) On Tyranny: Twenty Lessons from the Twentieth Century : New York , Crown Publishing.

Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007) Teacher professional learning and development: Best Evidence Synthesis Iteration. Wellington: Ministry of Education.https://bibliotecadigital.mineduc.cl/bitstream/handle/20.500.12365/17384/154%20Teacher%20professional%20learning%20and%20development.%20best%20evidence%20synthesis%20iteration.pdf?sequence=1

Researching education in troubled times: Reflections ahead of ECER 2025 in Belgrade

Researching education in troubled times: Reflections ahead of ECER 2025 in Belgrade

by | AECSE, NW 16 ICT in Education and Training

As we prepare to gather in Belgrade for ECER 2025, I find myself reflecting on what it means today to be a researcher in education. ECER has always been a powerful space of convergence — a moment when ideas circulate freely across borders, when educational issues are discussed in their complexity, and when we are reminded that research is, in essence, a public act.

This year’s theme, “Charting the Way Forward: Education, Research, Potentials and Perspectives”, resonates deeply in the moment in which we are living. Across Europe and beyond, we are witnessing social and political tensions that question not only the role of education, but also the very conditions under which we produce knowledge. In Serbia, where the conference is taking place, students are rising — peacefully and courageously — to demand accountability, transparency, and the respect for democratic values. Their actions, which have earned them a nomination for the 2025 Nobel Peace Prize, have been acknowledged in an open letter published by EERA in June, expressing solidarity with their commitment to democratic ideals and civic engagement. Their mobilisation has been exemplary, and it reminds us that the university can still be a place of critical hope and civic engagement.

In such a context, our research in education cannot remain indifferent. Whether we are exploring how students learn, how teachers adapt, or how systems evolve, we are also implicitly — and sometimes explicitly — questioning how education contributes to democracy, justice, and human dignity.

My own work, focused on educators’ professional development and digital literacy, has been shaped by this conviction. For instance, I have been involved in the development and implementation of the French national certification platform écri+, which supports students’ academic writing skills across universities. I also contributed to the organisation and facilitation of a hackathon held in Lyon in early July 2025. This event brought together researchers, students, and digital practitioners to explore how generative AI is reshaping scientific writing and academic literacies. These initiatives reflect a core belief: writing is not merely a technical skill, but a deeply reflexive and formative practice. It is a way of thinking, of situating oneself, and of constructing meaning in a changing world. At ECER, I will be presenting research that links writing practices to reflexivity and social engagement — drawing on collaborative work conducted in France and beyond.

I look forward to sharing this work and, more importantly, to engaging in the conversations that will undoubtedly emerge in Belgrade — with fellow researchers, students, and all those who believe that education is more than a field of study — it is a force for transformation.

Dr Philippe Gabriel

Dr Philippe Gabriel

Université d’Avignon

Philippe Gabriel is Associate Professor (Maître de conférences hors classe) in Educational Sciences at Avignon Université, and researcher at LIRDEF (Laboratoire Interdisciplinaire de Recherche en Didactique, Éducation et Formation), jointly supported by the universities of Montpellier and Montpellier Paul-Valéry. His research focuses on academic literacies, digital learning environments, AI in education, and adult education. He has coordinated several national and European projects and co-leads the EERA Network 16 on ICT in Education and Training.

ORCID: 0000-0002-9337-572X

Research Lab: https://lirdef.edu.umontpellier.fr

OpenEdition (editorial role): Éducation et Socialisation (https://journals.openedition.org/edso/)

ECER Belgrade 2025

Since the first ECER in 1992, the conference has grown into one of the largest annual educational research conferences in Europe. In 2025, the EERA family heads to Serbia for ECER and ERC.

08 - 09 September 2025 - Emerging Researchers' Conference
09 - 12 September 2025 - European Conference on Educational Research

Find out about fees and registration here.

Since the first ECER in 1992, the conference has grown into one of the largest annual educational research conferences in Europe. In 2025, the EERA family heads to Serbia for ECER and ERC.

In Belgrade, the conference theme is Charting the Way Forward: Education, Research, Potentials and Perspectives

No doubt that education has a central role in society, but what it is destined to do is contested politically as well as scientifically. Yet more debate is had concerning the question of the way in which educational research should shape the future of educational practice. The important, but sensitive role educational research occupies in that regard should be the promotion of a better understanding of the contemporary and future world of education, as is expressed in EERA’s aim.

Emerging Researchers' Conference - Belgrade 2025

The Emerging Researchers' Conference (ERC) precedes ECER and is organised by EERA's Emerging Researchers' Group. Emerging researchers are uniquely supported to discuss and debate topical and thought-provoking research projects in relation to the ECER themes, trends and current practices in educational research year after year. The high-quality academic presentations during the ERC are evidence of the significant participation and contributions of emerging researchers to the European educational research community.

By participating in the ERC, emerging researchers have the opportunity to engage with world class educational research and to learn the priorities and developments from notable regional and international researchers and academics. The ERC is purposefully organised to include special activities and workshops that provide emerging researchers varied opportunities for networking, creating global connections and knowledge exchange, sharing the latest groundbreaking insights on topics of their interest. Submissions to the ERC are handed in via the standard submission procedure.

Prepare yourself to be challenged, excited and inspired.

Other blog posts on similar topics:

Should genetics play a role in education?

Should genetics play a role in education?

by | SERA

A startup company promising to test embryos for intelligence has made headlines recently. Nucleus Genomics, a Silicon Valley-based organization backed by millions of dollars from technology investors, claims its platform will enable “genetic optimization” of embryos, with IQ one of many traits and medical conditions it can measure and assess. The educational implications of such a technology are significant, raising the prospect of students entering schools with genetically-optimised advantages over others. That is, if the technology works as the company claims.

The problem with Nucleus Genomics, as the bioethicists Arthur Caplan and James Tabery have argued in Scientific American, is that its promises are false and are not supported by scientific evidence. Nucleus is “what happens when you Silicon Valley-ify diagnostic genetics”: it has cast professional scientific consensus aside and instead sought rapid income from wooing venture capital investors and making sales pitches to wealthy customers. Parents are now being marketed expensive embryo testing, as well as other Nucleus services, with misleading promises about “investing” in their family’s future through genetic tweaks.

Genetically-optimised learning

Although the Nucleus platform is clearly “snake oil”, it highlights how genetic testing and diagnosis of traits such as intelligence has become of growing interest—not only in the medical domain, but with implications for education. On the Nucleus website, one listed “collaborator” is Professor Robert Plomin, a behavioural genetics specialist who has published extensively on the potential uses of genetic testing data in the educational context.

Plomin’s controversial 2018 book Blueprint: How DNA makes us who we are, proposed that genetic data from consumer tests could in the near future be used to inform decisions about schooling. Parents could use genetic data to decide which school would suit them best, or genetic information could even be deployed in a pedagogic model that Plomin termed “precision education”.

Precision education would involve testing children for probable future outcomes, and adjusting or personalising teaching practices to maximise their achievements. In a more recent co-authored article, Plomin and colleagues proposed that commercial genetic testing platforms could be used for precisely this purpose, particularly for the “genetic prediction of academic underachievement and overachievement” and to customise education on that basis. While the scientific validity of the Nucleus tests is highly questionable, it fits neatly with the vision of precision education that some scientists now promote. It’s a vision of genetically-optimised learning based on DNA testing.

Educational genomics

In a project funded by The Leverhulme Trust, my colleagues and I have been examining the emergence of novel data-intensive forms of biological science and their implications for educational practice and policy. This includes the growing area of “educational genomics”. We mapped out the scientific networks that are conducting educational genomics research, the scientific claims they are making, and the methods and technologies that underpin their knowledge-making practices in a recent paper.

Educational genomics is a fast-growing area of research, with scientists, research centres, networks and international associations that span Europe, the US, southeast Asia and Australia. The scientific knowledge being produced is presented as being highly relevant to educational practitioners and policymakers. Not all scientists conducting such research view the precision education model as a viable or desirable prospect. However, there does seem to be a converging consensus on the possibility of early years genetic testing for learning difficulties, as a report for the Early Intervention Foundation indicates.

A recent report from the Nuffield Council on Bioethics shows that educational genomics research also raises sharp ethical challenges. In particular, it pinpoints the risks associated with the use of commercial genetic testing technologies like those launched by Nucleus, and of precision education models proposed by Plomin and others. Genetic information collected in the early years, at birth, or even before, could lead to forms of genetic stigmatization, discrimination or fatalism, and to the fallacious belief that one’s DNA determines their educational prospects.

Genetically-scored students

Educational genomics is clearly risky science, and the “geneticization of education” it represents demands ongoing bioethical scrutiny. An additional question, however, is whether it is even valid science. Can scientists really detect traces of educational outcomes, or biological indicators of underachievement, from data-mining DNA?

Underpinning educational genomics research is a very specific method, called polygenic scoring. It involves collecting masses of genetic data from huge samples, analysing it with sophisticated computational technologies, and then producing statistical scores that are said to predict educational outcomes.

It is on the basis of these polygenic scores that various proposals have been made to incorporate genetic data into educational practice or policy. In addition to the precision education model, these include proposals for early years ability screening for purposes of genetically-based differentiation in classrooms. Genetically scoring students could, according to others, be the basis for educational decision-making at the policy level. In the popular 2021 book The Genetic Lottery, for instance, behavioural geneticist KP Harden proposed using student polygenic scores as additional information to assess “what works” in policy intervention evaluations.

But there are significant problems with using polygenic scores in education, which extend beyond ethical risks and controversies to questions of scientific accuracy. In a recent in-depth analysis of polygenic scoring methods, Callie Burt argued that the scores give the impression that genetics plays a significant role in educational outcomes, when those outcomes are primarily influenced by social factors. The underlying scientific evidence associating genetic biomarkers with educational outcomes remains too weak and confounded by non-genetic factors to support any form of translation into policy or practice whatsoever.

 

Controversial science

Others agree. The behavioural geneticist Eric Turkheimer recently pointed out that a new polygenic scoring study undermined the confident claims of previous educational genomics research. The results from the study, in Turkheimer’s analysis, show that “unconfounded direct genetic effects” make almost no contribution at all to complex outcomes like educational achievement.

“This is what Plomin referred to as the ‘game changer’, the fortune teller that was going to reveal to us who we really are”, Turkheimer argued, describing polygenic scores as “the basis for all the crazy, unethical enthusiasm for commercial genomic information and embryo selection” and “the big hopes for precision education”.

But if DNA plays an almost negligible role in influencing an individual’s outcomes, it would be nonsensical to base educational practices or policies on it. If this is the case, it remains highly questionable whether genetics should play any role in education at all — regardless of the rapid growth in published educational genomics research, and the rise of commercial genetic testing companies that promise parents they can optimise their children.

Now that educational genomics has established itself as a scientific domain, and commercial genetic testing is growing rapidly, educators and educational researchers will need to remain highly vigilant about how new genetic explanations are asserted for highly complex educational processes and outcomes. Far from being a settled scientific matter, as some advocates insist, the role of data-intensive biological science in education remains fraught with scientific and ethical controversies.

ECER 2025 – Keynote 

At ECER 2025 in Belgrade, Dr Williamson will expand on this topic during his keynote:

The birth of the bio-edu-data-sciences: biology, data, and the consequences for educational research, policy and practice

“As the bio-edu-data-sciences continue to develop evidence of the genetic and neural aspects of learning and educational outcomes, will they complement and advance, or displace and marginalize existing practices of educational research? What futures of educational research do the bio-edu-data sciences suggest lay ahead in the next decade, and what should be done about it?”

Dr Ben Williamson

Dr Ben Williamson

Moray House School of Education and Sports, University of Edinburgh

Dr Ben Williamson is a Senior Lecturer and Co-Director of the Centre for Research in Digital Education at the Moray House School of Education and Sport, University of Edinburgh. His research examines the connections between digital technologies, data practices, and education policy, practice and governance. Recent and current research projects explore data-intensive biology in education and sociodigital learning futures.

Ben is the author of Big Data in Education: The digital future of learning, policy and practice, an editor of the World Yearbook of Education 2024: Digitalisation of Education in the Era of Algorithms, Automation and Artificial Intelligence, and a co-editor of the journal Learning, Media and Technology.

ECER Belgrade 2025

Since the first ECER in 1992, the conference has grown into one of the largest annual educational research conferences in Europe. In 2025, the EERA family heads to Serbia for ECER and ERC.

08 - 09 September 2025 - Emerging Researchers' Conference
09 - 12 September 2025 - European Conference on Educational Research

Find out about fees and registration here.

Since the first ECER in 1992, the conference has grown into one of the largest annual educational research conferences in Europe. In 2025, the EERA family heads to Serbia for ECER and ERC.

In Belgrade, the conference theme is Charting the Way Forward: Education, Research, Potentials and Perspectives

No doubt that education has a central role in society, but what it is destined to do is contested politically as well as scientifically. Yet more debate is had concerning the question of the way in which educational research should shape the future of educational practice. The important, but sensitive role educational research occupies in that regard should be the promotion of a better understanding of the contemporary and future world of education, as is expressed in EERA’s aim.

Emerging Researchers' Conference - Belgrade 2025

The Emerging Researchers' Conference (ERC) precedes ECER and is organised by EERA's Emerging Researchers' Group. Emerging researchers are uniquely supported to discuss and debate topical and thought-provoking research projects in relation to the ECER themes, trends and current practices in educational research year after year. The high-quality academic presentations during the ERC are evidence of the significant participation and contributions of emerging researchers to the European educational research community.

By participating in the ERC, emerging researchers have the opportunity to engage with world class educational research and to learn the priorities and developments from notable regional and international researchers and academics. The ERC is purposefully organised to include special activities and workshops that provide emerging researchers varied opportunities for networking, creating global connections and knowledge exchange, sharing the latest groundbreaking insights on topics of their interest. Submissions to the ERC are handed in via the standard submission procedure.

Prepare yourself to be challenged, excited and inspired.

Other blog posts on similar topics:

What European universities of applied science can learn from each other

What European universities of applied science can learn from each other

by | DFG, NW 1 Professional Learning and Development, NW 22 Research in Higher Education, NW 23 Policy Studies and Politics of Education

New requirements for studying, teaching, and lifelong learning at European universities of applied sciences – An invitation to join the discussion

In Germany, challenges such as shrinking student numbers, shifting demands in the labour market, and the growing importance of lifelong learning are reshaping the role of academic organisations – including traditional (research) universities (Universität), universities of applied sciences (Hochschule für Angewandte Wissenschaften), colleges of education (Pädagogische Hochschule), and cooperative state universities (Duale Hochschule). These challenges affect universities of applied sciences (UAS) in particular, and this issue goes beyond Germany, extending to other European universities of applied sciences. But what exactly does that mean? Should we pay attention, and if so, why?

As European universities of applied sciences have to adapt, the Centre for Teaching and Learning at Bremen City University of Applied Science is investigating new paths for their strategic positioning.

What are universities of applied sciences (UAS)?

The difference between the two types of higher education institutions, (research) university and UAS in Germany, may not seem logical, but has developed over time. Universities have a long tradition of scientific-theoretical orientation and basic research. UAS have their origins in engineering colleges, academies, and colleges for design, social work, or business. In other words, they emerged from educational institutions with an applied focus. Consequently, they have always been practice-oriented, conducting applied science and focusing in particular on preparing their students for a profession.

In addition, although UAS, like universities, can acquire third-party funding for research projects, they lack the human resources to carry out this research. This restriction is also due to their practical orientation, since teaching loads at UAS are much higher than at universities. As German UAS are increasingly given the right to award doctorates, the separation between the two institutions is gradually disappearing. It can be assumed that this will lead to a shift in UAS from being primarily teaching-focused to becoming more research-focused institutions.

The clock is ticking: Challenges of UAS in Europe

Germany – Competition from private UAS

UAS in Germany are caught between a rock and a hard place. They are not full universities, so their opportunities to acquire third-party funding and conduct research are limited but they face fierce competition from private UAS, which are experiencing a rapid increase in student numbers. Although the currently prevailing right to award doctorates in many German federal states brings us closer to solving the first problem, the competition with higher education institutions in the private sector remains (Autor:innengruppe, Bildungsberichterstattung, 2022, p.195).

Sweden – Demographic pressure

Sweden is also affected by a decline in student numbers. This is the result of demographic change and primarily affects smaller UAS, such as Trollhättan (Universitetskanslersämbetet, 2023, p.50). The challenge, and at the same time the goal, is to strengthen internationalisation without compromising the quality of teaching.

Netherlands– Diversity-sensitive teaching as a challenge

While demographic change has played a major role in the first two cases, the difficulty of the Netherlands UAS lies in heterogeneous student populations and a high level of diversity among learners. This requires target group-oriented teaching, which in turn demands additional resources (OECD, 2024, p.5).

The international SLW@HAW project aims to address these and other challenges and to identify the strategies of the affected UAS.

Introducing the research project SLW@HAW

The project “Strategic Positioning of Universities of Applied Sciences in the Context of Studying, Teaching and Lifelong Learning” – or SLW@HAW – investigates how UAS across three European countries are positioning themselves in the key areas mentioned above. Our research team will examine governance approaches and institutional strategies in response to demographic, social, and geopolitical change.

In order to achieve this, we chose a mixed-method approach. At the beginning of the project, a document analysis of strategic university papers (e.g., policy papers) of the respective countries will be carried out to identify key topics. In addition, expert interviews will be conducted with selected university leaders. Subsequently, we intend to perform a quantitative survey of the activities and developments within lifelong education at UAS. To validate the results, a focus group will be organised with those already involved. It allows us to gain a comprehensive understanding of the strategies employed by UAS.

Our goal is to identify innovative strategies that help UAS remain relevant and resilient. On the micro level, education leaders, researchers, and policymakers can stay informed on promising strategies while contributing to a dialogue and shaping the future of higher education and higher education research. On the meso level, European universities can connect and learn from each other.[1]

The SLW@HAW research project runs from December 2024 to November 2027. It has been funded by the Federal Ministry of Education and Research (BMBF, Germany) and is being carried out by an international research team at Hochschule Bremen City University of Applied Sciences (HSB).

Bremen University of Applied Sciences (Germany) enrolls nearly 9,000 students in 72-degree programs across engineering, natural sciences, economics, and social sciences. About 60% of these programs have an international focus, reflected in partnerships with 360 universities in 70 countries. International students make up 20% of the student body, representing around 110 nations. One of HSB’s greatest strengths is connecting the local with the global: it combines international orientation, strong practical relevance, a commitment to lifelong learning, and deep regional roots. In particular it can be seen through dual study programs and close collaboration with local industry, which drive innovation and workforce development in Bremen.The cooperation with UAS in Netherlands and Sweden provides valuable international perspectives that enrich the project.

Hanze University of Applied Sciences (Netherlands) is one of the oldest and largest UAS in the Netherlands, with over 28,000 students, including 2,500 international ones.

University West (Sweden) is a young UAS – founded in 1990 – located in Trollhättan, Sweden, with around 15,000 students. It offers practice-oriented programmes in close cooperation with the world of work.

The first results of the SLW@HAW research project are expected to be available by the end of 2025 or the beginning of 2026. We invite you to stay tuned and join in the discussion.

The SLW@HAW research team

Professor Dr. Annika Maschwitz

Professor Dr. Annika Maschwitz

The project is led by Professor Dr. Annika Maschwitz. She is Professor for Lifelong Learning at Hochschule Bremen City University of Applied Sciences, School of International Business. She is also Academic Director of the Centre for Teaching and Learning and Vice President of Academic Affairs and Internationalisation

Dr. Johanna Bruns

Dr. Johanna Bruns

The project coordination is carried out by Dr. Johanna Bruns. She studied teacher education and educational science at the Universities of Munich and Göttingen and received her PhD from the University of Göttingen in 2020. Her research focuses on higher education and program development, competence research, and the digitalisation of educational processes.
Andrea Boerens M.A.

Andrea Boerens M.A.

Andrea Boerens M.A. is currently completing her doctoral studies. She studied Social Sciences, Sociology, and Social Research. Her research focuses on programme development, higher education, and lifelong learning, with a special emphasis on the opening of higher education institutions. Since July 2023, she has worked at Bremen University of Applied Sciences in the Curriculum Lab. As a research associate in the SLW@HAW project, she conducts expert interviews and qualitative analyses.

Jessica Langolf M.A. (Blog author)

Jessica Langolf M.A. (Blog author)

With a background in Educational Science, Philosophy, and Empirical Educational Research, Jessica Langolf M.A. is an early career researcher at the Centre for Teaching and Learning at Hochschule City Bremen University of Applied Sciences, focusing on higher education and organisational research. She has accumulated experience in diverse academic fields, including the writing center, qualitative research on organisational culture as part of the Excellence Cluster “Internet of Production,” science communication at the Center of Excellence Women and Science (CEWS), and worked in the Research and Transfer Department focused on (academic) female entrepreneurship.

Greta Kottwitz M.A.

Greta Kottwitz M.A.

Greta Kottwitz M.A. completed her Bachelor’s degree in Cultural and Gender Studies and went on to deepen her focus on sociological questions during her Master’s studies at the University of Oldenburg. She has gained experience in a variety of academic contexts, including transfer management, human-computer interaction, as well as continuing education and education management. She is currently pursuing a PhD at Bremen University of Applied Sciences, where she is researching lifelong learning in Universities of Applied Sciences.

Other blog posts on similar topics:

References and Further Reading

[1] Similar to another project at Bremen University of Applied Sciences: STARS EU.

Autor:innengruppe Bildungsberichterstattung. (2022). Bildung in Deutschland 2022: Ein indikatorengestützter Bericht mit einer Analyse zum Bildungspersonal. wbv Publikation.

OECD. (2024). Education at a glance 2024: Country note – Netherlands. OECD Publishing. Retrieved May 15, 2025, from https://www.oecd.org/en/publications/education-at-a-glance-2024-country-notesfab77ef0-en/netherlandsf17c5d6a-en.html

Universitetskanslersämbetet. (2023). An Overview of Swedish Higher Education and Research 2023. Retrieved May 15, 2025 from https://www.uka.se/download/18.2215701c18c6242f0141e50f/1702630438362/UK%C3%84_An%20overview-engelska%20%C3%A5rsrapporten_webb_enkelsidor.pdf

Why teacher educators stay – the power of PERMA in practice

Why teacher educators stay – the power of PERMA in practice

by | ESAI

Teacher educators (TEs) are a unique group of academics who balance the job’s usual paperwork, teaching, research, and service parts with the additional complex pressures of preparing and supervising student teachers on placement (and all that it entails). As such, they often feel bogged down by admin or overwhelmed by external pressures, including high-stakes inspections and re/accreditation procedures and the need to simultaneously publish high-impact research in quality peer-reviewed journals. Against the backdrop of reduced funding and resources across the sector, managing these many responsibilities will likely get harder before it gets better. This combination of push and pull factors leads to fatigue, stress, or burnout.

In our recent study of burnout in Teacher Educators in Ireland and the United Kingdom we found that many report moderate to high work-related burnout, which can have significant implications for their mental health and wellbeing (Fitzsimons & Smith, 2025). However, most teacher educators seem to persevere despite these challenges. So, what do they draw on to sustain them in this high-pressure profession?

The holding environment

In the foreground a woman holds the hand of another person, while in the background, people can be seen sitting and chatting.

A helpful way to understand where this resilience comes from is the concept of the “holding environment” (Winnicott, 1964; Kahn, 2001): a space that provides individuals with the emotional, psychological and social support needed to stay connected, engaged, and motivated. Though the term typically applies to familial or therapeutic relationships, workplaces represent another arena where individuals may experience setbacks and may need emotional support. There, the holding environment is about the relationships that make employees feel supported and valued. Put simply, it’s knowing that others ‘have your back’ and recognise your personal contributions and efforts.

The PERMA model – support and protection

In our research, we drew on Seligman’s (2018) famous PERMA model, which explores well-being through Positive Emotion, Engagement, Relationships, Meaning and Accomplishment, to understand the factors that support teacher educators in Ireland and the United Kingdom to remain resilient. Institutions instilling and nurturing these five elements can protect TEs and facilitate their growth. As asserted by Seligman, these intrinsic transformations cannot be inorganically fostered or summoned in response to demand, but rather require intentional activities, mindsets and habits that can require conscious effort. In other words, the environment should empower workers towards personal growth and it is not about mindset alone. Still, whilst infrastructure can facilitate environments where these outcomes are encouraged, the onus is also on the individual to actively flourish and reflects their uniqueness of engagement and meaning in the production of wellbeing. We think this ‘holding’ process happens in the following ways: 

1. Positive Emotion

TEs in our study talked about the power of small, uplifting moments that carry them through the working week. These include sharing a laugh with a colleague (or having the ‘craic’ as we would say in Ireland), finding joy in teaching, or practicing gratitude. This positivity can act as an intrinsic buffer to the adverse events of the day, and this can help TEs recharge emotionally.

2. Engagement

Despite their pressures, many TEs spoke passionately about their role and the joy of working with brilliant young people. They described losing track of time while mentoring students, getting deeply involved in research, or their practice. As we know from Csikszentmihalyi this state of “flow” represents a sign of deep engagement and present moment focus. In a holding environment, individuals are supported to connect with the parts of their work that energise them. That sense of purpose can help to motivate them and possibly prevent against the factors that lead to burnout.

3. Relationships – Teamwork makes the dream work

Strong relationships are at the heart of TEs’ well-being. Colleagues who listen, share advice and show empathy can create a protective network that can shield each other from the stresses of the job. Our study showed that ITE settings with a collaborative, kind, and team-based culture gave educators the space to be open, to “sound off,” and to feel less alone. Indeed, knowing that you are not the only one to feel “spread thin”, and being able to draw on the wisdom and institutional memory of others is a highly valuable resource in the workplace. And this social infrastructure is the essence of a holding environment – support that helps carry the weight.

4. Meaning

The majority of TEs had previously been teachers or school leaders; many having a deep appreciation of the importance of their vocation and understanding the broader societal impact of their role. This sense of Meaning can act as the existential anchor that reminds teacher educators of their purpose and personal values, which are especially important during challenging times. TEs can feel lost at sea in the increasingly market-driven university setting when this ‘anchor’ isn’t stable, demonstrative of a lack of foundation grounding or sense of self within the larger infrastructure of the role.

5. Accomplishment

Feeling valued and making progress is an essential cornerstone of professional well-being. However, as we have outlined, TEs often face a frustrating reality – their teaching and mentoring work isn’t always valued in research-driven universities. For example:

  • The hours of work spent preparing for the Ofsted (Office for Standards in Education, Children’s Services and Skills) or other ITE inspections.
  • The late evening Zoom calls supporting student teachers who are facing a crisis in the classroom.

You won’t find these ‘duties’ on most appraisal forms or valued in promotion applications. As one TE told us, ‘How good a colleague you have been’ is not part of formal performance metrics. And yes, there may be prestigious awards for fulfilling certain aspects of academic duties, but those are awarded to only a few colleagues. So, informal recognition makes big difference; for example, a quiet thank you note from a student or genuine praise from colleagues can make TEs feel seen and appreciated. This validation is vital in a holding environment; it shows people what you do matters. You matter, and you are making a positive difference.

Formal support – What can institutions do to help?

A group of people are standing and talking and laughing. They are wearing lanyards.

You may have noticed we haven’t mentioned formal support for TEs. That is because this was barely mentioned in our study. Some participants highlighted well-being workshops, menopause clinics or yoga classes, but most TEs we spoke with said ‘I don’t have time’. Indeed, taking time out can get in the way of everything else. Managing work-life balance is paramount to offering a lifeline to staff who feel like they are treading water or barely staying afloat.

Our findings offer more than insight into occupational well-being—they present a clear call to action for institutions to create and facilitate supportive environments to allow TEs to thrive. TEs are highly motivated, values-driven professionals who care deeply about their students. This passion can lead to overwork and burnout, particularly in the absence of a secure holding environment.

There are a number of practical steps institutions can take:

1. Foster supportive relationships through mentorship, team-building and collaboration.

2. Recognise and appropriately reward the diverse nature of TEs’ work, not just research output.

4. The work of the TE can be emotionally exhausting – supporting not just students but colleagues as demonstrated – therefore, boundary setting should become the norm rather than the exception. Unless it is an emergency, it’s not an emergency and the ‘right to disconnect’ should be respected.

5. Although a ‘rage room‘ might be a good addition to most campuses, other more sanitised and evidenced based practices like mindfulness tools could prove helpful – however, these must be appropriately resourced and evaluated.

Our final thoughts

A holding environment is not built overnight. It’s created through daily acts of care, trust, and respect. For TEs, it’s the relationships, purpose, recognition, and shared positivity that “hold” them steady in an often-turbulent profession. By supporting the PERMA model and acknowledging its value, institutions can make the ITE workplace manageable and genuinely empowering.

Key Messages

  • The occupational wellbeing of all involved in education is important; however, the wellbeing of one cohort, higher-education-based Teacher Educators, is often overlooked.
  • Factors such as work overload, persistent policy change, external accountability/inspection measures and metricisation of their identity alongside resource constraints (do more with less) can lead to burnout.
  • Attention needs to be paid to not only the risk factors but also the protective factors that keep Teacher Educators afloat.
  • Seligman’s PERMA model provides one framework to explain what supports Teacher Educators to persist despite the ongoing pressures they face
Dr Sabrina Fitzsimons

Dr Sabrina Fitzsimons

Assistant Professor of Education

Sabrina is a lecturer in Initial Teacher Education and Co-Director of DCU CREATE—The Centre for Collaborative Research Across Teacher Education at Dublin City University, Ireland. Her research focuses on the occupational wellbeing and flourishing of educators, including higher education-based teacher educators, academics, school-based teachers, student teachers and other educators. She is a graduate member of the Psychological Society of Ireland and a Senior Fellow of the Advance HE.

Lee Boag

Lee Boag

Lecturer, Robert Gordon University

Lee Boag is a lecturer in psychology at Robert Gordon University. His research interests include lived experiences of healthcare, well-being interventions and research philosophy.
David S. Smith

David S. Smith

David S. Smith is a social psychologist. His research is focused on online identities, group membership and social cognition.

Other blog posts on similar topics:

References and Further Reading

Fitzsimons, S., & Smith, D. S. (2025). “Just plough on and pretend it’s not happening”: Understanding burnout in teacher educators in Ireland and the United Kingdom. International Journal of Educational Research Open, 9, 100491. https://doi.org/10.1016/j.ijedro.2025.100491

Fitzsimons, S., Boag, L., & Smith, D. S. (2025). Understanding teacher educators’ quality of life: Insights from the PERMA model. Applied Research in Quality of Life. https://doi.org/10.1007/s11482-025-10435-z

Fitzsimons, S., & Smith, D. S. (2025). ‘Don’t do anything special for us coming’: the mental health impact of Ofsted inspections on teacher educators in England. Cambridge Journal of Education, 55(1), 93–111. https://doi.org/10.1080/0305764X.2025.2451280

Kahn, W. A. (2001). Holding Environments at Work. The Journal of Applied Behavioral Science, 37(3), 260-279. https://journals.sagepub.com/doi/10.1177/0021886301373001 .

Winnicott, D. W. (1964).  The child, the family, and the outside world.  Penguin Books https://www.penguin.co.uk/books/13592/the-child-the-family-and-the-outside-world-by-dw-winnicott/9780241455685

Parental and Family Involvement in Children’s Digital Learning: Bridging Policy and Practice

Parental and Family Involvement in Children’s Digital Learning: Bridging Policy and Practice

by | ESAI, NW 14 Communities, Families, and Schooling in Educational Research

As education systems adapt to the demands of the digital age, preparing students to live and learn in a technology driven world has become a pressing priority. The successful integration of digital technologies in education is a complex, multi-faceted process that depends on several interrelated factors, including the crucial role of family support and socio-economic conditions (Giannoutsou et al., 2024). This blog briefly explores how European and Irish digital education policies seek to address parental and family involvement in children’s digital learning—a topic we believe deserves greater recognition. We aim to spark discussions about how education systems and school communities can better support families, especially those at risk of digital exclusion. We will conclude with proffering recommendations for bridging gaps in policy and practice to foster inclusive digital learning environments.

Parental involvement in children’s learning: why it matters?

A large body of research highlights the benefits of parental involvement on children’s development, both socially and academically.  Whether at home, in school, or both, the more parents actively engage in their child’s education, the better the outcomes.  But what exactly is parental involvement in an educational context? Literature describes it as a ‘multi-faceted’ (Epstein, 1995) and ‘multi-dimensional’ concept (Laranjeiro et al.,2023). As a general definition, parental involvement refers to parents actively engaging in their child’s education both at school and at home. Several seminal publications provide frameworks for understanding the concept of parental involvement, including the Parental Involvement Process model (Hoover-Dempsey & Sandler, 1995, 1997) and Epstein’s six types of parental involvement (1995). These frameworks enable us to understand why and how parents become involved in their child’s education.

As education systems and schools work towards integrating digital technologies into education successfully, these theoretical perspectives clearly elucidate the central role parents play. By recognising this role, we can work toward building stronger family-school partnerships in the digital age with the ultimate aim of achieving better outcomes for children.

Policy – the role of parents and families in digital education

The digital transformation of education, defined as “a realignment of education models utilising digital technology to engage students, teachers, parents, and leaders more effectively at every point in the students’ schooling journey” (McCarthy et al., 2023, p. 9), has seen education systems across the globe develop strategies and policies to guide the integration and use of digital technologies in schools (van der Flies, 2020). Yet, parental involvement in digital education is often overlooked in such policies (Internetmatters.org, 2024), despite research highlighting that strong school-parent relationships are integral to the digital transformation process (Giannoutsou et al., 2024).

Some recent development suggests a more optimistic outlook. At EU level, a 2023 European Council recommendation called for the “active participation” of parents and other underrepresented groups in digital education reforms. At national level, Ireland’s Digital Strategy for Schools to 2027 emphasises empowering parents to support children’s digital learning, acknowledging gaps in adult digital skills. Similarly, Ireland’s Literacy, Numeracy, and Digital Literacy Strategy 2024–2033 aims to expand family digital literacy programmes, particularly for marginalised communities.

Enacting these policies and strategies at school level requires the engagement of key actors, particularly school leaders and teachers (McCarthy et al., 2023). By promoting parental involvement in children’s digital learning, they play a key role in fostering stronger family-school partnerships, which work towards enhancing student outcomes (Yulianti et al., 2022). However, with school leaders and teachers already managing numerous policies and initiatives, implementing additional actions to support digital education policies requires substantial investment in both physical and human resources in our educations systems.

What does this look like in practice? Some examples of digital resources and programmes

Building on the understanding of parental involvement as active engagement in children’s education both at home and in school, here are some Irish initiatives and resources designed to support family-school partnerships in the digital age:

  • Programme to Enhance Digital Literacy (PEDL): This school-based programme in Ireland is designed to support and shape parents’ digital confidence and competence, enabling them to better support their children’s digital learning. Read more about the programme here.
  • European Year of Digital Citizenship Education (2025): Hosted by the Council of Europe, this initiative offers tools and ideas to help parents and carers support their children in becoming ethical individuals who can actively participate in online and offline communities. You can access the resources for parents here.
  • Digital Wellbeing Resources: Many available resources for parents focus on supporting aspects of their children’s digital wellbeing, such as internet safety. Two notable examples from Ireland include Webwise Guides for Parents, which addresses issues like cyberbullying and online safety, and Barnardo’s Parent Section, offering practical guidance to foster safe digital environments at home.

These links offer a brief insight into some of the materials available to schools which could be used to foster parental involvement in children’s digital education. For maximum impact, we recommend complementing these resources with training for members of the school community to provide in-person sessions, which facilitate direct engagement and stronger connections between parents and schools. Furthermore, we echo Gonzalez-DeHass et al. (2022) in highlighting the need for further research into meaningful home-based digital learning practices, as well as the development of tailored resources specifically aimed at shaping parents’ competence in using digital learning tools and platforms for education.

Recommendations

To support parental involvement in children’s digital learning, we propose the following actions:

Allocate a Dedicated Parent and Family Support Position in Schools:

Providing dedicated staff to support parents can strengthen family-school relationships. In Ireland, the Home School Community Liaison Officer (HSCLO) role is designed to support parents of students at risk of educational disadvantage. While this position is currently limited to schools with DEIS (disadvantaged) status, its benefits could extend to all schools, fostering greater parental involvement and support across diverse educational contexts. An OECD review (2024) highlighted that even non-DEIS schools see the HSCLO role as a valuable asset. Expanding this position to all schools, with a focus on families at risk of digital exclusion, could significantly enhance parental involvement.

Implement School-Based Interventions to Enhance Parents’ Digital Self-Efficacy:

Low levels of digital self-efficacy hinder parents’ ability and motivation to engage with their children’s digital learning (Gonzalez-DeHass et al., 2022). With adequate training and resources, schools can support the implementation of targeted, in-person interventions to build parents’ digital skills and competences. Such programmes would not only foster stronger family-school relationships but also increase parental involvement in digital learning. To ensure success, school leaders should follow established frameworks, such as those outlined by Qualter (2024). However, for such interventions to be successful, they must be adequately resourced by education systems. This includes providing funding, training, and support for schools to design and deliver these programmes effectively. Without this systemic backing, school leaders and teachers—already stretched by existing demands – will naturally face challenges in implementing these initiatives

Key Messages

  • Parental involvement plays a central role in children’s educational outcomes.
  • Building meaningful, collaborative family-school partnerships is essential for creating inclusive approaches to digital education and mitigating digital exclusion.
  • Parental involvement is increasingly recognised in digital education policies as a key factor in addressing digital exclusion, but more actionable steps are needed to turn this recognition into practice.
  • Expanding the Home School Community Liaison Officer (HSCLO) programme, or similar roles, to all schools – regardless of status – can strengthen family-school relationships and provide targeted support for families at risk of many forms of exclusion, including digital.
  • School-based interventions designed to enhance parents’ digital self-efficacy can increase their engagement in children’s digital learning and foster more inclusive educational environments.
  • Schools must be equipped with adequate human, physical, and digital resources, alongside comprehensive training, to effectively involve families in digital learning and ensure all students benefit from the opportunities of the digital age.
  • Successful policy implementation depends on adequate resourcing (see point above). Without this, overburdened school leaders and teachers may struggle to deliver the intended impact of digital transformation initiatives.
Declan Qualter

Declan Qualter

Practice Placement Supervisor, University College Dublin, School of Education

Declan Qualter works in the School of Education at University College Dublin, Ireland, where he is the Practice Placement Supervisor for the UCD Bachelor of Education with Gaeilge and/or Modern Languages programme, and he also teaches on the UCD Professional Masters in Education programme. In addition, Declan is a PhD candidate at the UCD School of Education, where his research focuses on parental involvement in children’s home-based digital learning. His other research interests are focused on the digital transformation of education, particularly the role of Artificial Intelligence (AI) in educational settings.

Linked in – https://www.linkedin.com/in/declanqualter/

Orcid – https://orcid.org/0009-0005-4872-0343

Research gate – https://www.researchgate.net/profile/Declan-Qualter 

Dr Rachel Farrell

Dr Rachel Farrell

Assistant Professor, University College Dublin, School of Education

Dr Rachel Farrell is Assistant Professor of Initial Teacher Education (ITE) and the Director of the Professional Master of Education Programme (PME) in the School of Education at University College Dublin. Rachel’s main research interest is in the area of Democratic Pedagogical Partnerships and Expansive Learning in Initial Teacher Education (ITE). Rachel has led many collaborative initiatives including: effective use of immersive technology in post-primary education with SchooVR, an evaluation of digital portfolios in ITE with MS Education Ireland, cyber resilience education with the Department of the Environment Climate and Communications (DECC) – see www.cyberwise.ie, The Look See What I Can Be: Changing Mindsets/Impacting Futures in STEM funded by SFI and supported by the Professional Development Services for Teachers (PDST), SFI funded Science Week initiative in 2021 and the PDST Young Economist of the Year national awards for post-primary students in association with multiple universities and government agencies.

X – @econrachel

LinkedIn – https://www.linkedin.com/in/rachel-farrell-phd-ucd/

Ordid – https://orcid.org/0000-0001-5828-7938 

Other blog posts on similar topics:

References and Further Reading

Epstein, J. L. (1995). School/Family/Community Partnerships: Caring for the Children We Share. The Phi Delta Kappan, 76(9), 701–712. http://www.jstor.org/stable/20405436

Giannoutsou, N., Ioannou, A., Timotheou, S., Miliou, O., Dimitriadis, Y., Cachia, R., Villagrá-, S. S., & Martínez-, M. A. (2024, January 29). Unpacking the impact of digital technologies in Education. JRC Publications Repository. https://doi.org/10.2760/214675

Gonzalez-DeHass, A. R., Willems, P. P., Powers, J. R., & Musgrove, A. T. (2022). Parental involvement in supporting students’ digital learning. Educational Psychologist, 57(4), 281–294. https://doi.org/10.1080/00461520.2022.2129647

Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children’s education: Why does it make a difference? Teachers College Record, 97(2), 310–331. https://doi.org/10.1177/016146819509700202

Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3–42. https://doi.org/10.2307/1170618

Internetmatters.org (2024, September 6). Children’s Wellbeing in a Digital World — Index Report 2024. Internet Matters. https://www.internetmatters.org/hub/research/childrens-wellbeing-in-a-digital-world-index-report-2024/#full-report

Laranjeiro, D., Antunes, M. J., & Santos, P. (2023). Using Design-Based Research for a Technological Intervention to Promote Parental Involvement in Kindergarten. SN Computer Science, 4(3), 278. https://doi.org/10.1007/s42979-023-01666-8

McCarthy, A. M., Maor, D., McConney, A., & Cavanaugh, C. (2023). Digital transformation in education: Critical components for leaders of system change. Social Sciences & Humanities Open, 8(1), 100479. https://doi.org/10.1016/j.ssaho.2023.100479

OECD. (2024). OECD Review of Resourcing Schools to Address Educational Disadvantage in Ireland. OECD. https://doi.org/10.1787/3433784c-en

Qualter, D. (2024). From Digital Exclusion to Digital Inclusion: Shaping the Role of Parental Involvement in Home-Based Digital Learning – A Narrative Literature Review. Computers in the Schools, 41(2), 120–144. https://doi.org/10.1080/07380569.2024.2322167

van der Flies, R. (2020). Digital strategies in education across OECD countries: Exploring education policies on digital technologies. OECD Education Working Papers, Vol. 226. https://doi.org/10.1787/33dd4c26-en

Yulianti, K., Denessen, E., Droop, M., & Veerman, G.-J. (2022). School efforts to promote parental involvement: The contributions of school leaders and teachers. Educational Studies, 48(1), 98–113. https://doi.org/10.1080/03055698.2020.1740978

Educational research for the benefit of education and society – A Dutch perspective

Educational research for the benefit of education and society – A Dutch perspective

by | VOR (Netherlands)

“Educational research fails to impact practice.”

“Teachers do not feel supported by educational research.”

These are examples of complaints or judgments on the relationship between educational research and educational practice, that can be heard again and again. In this blog, I want to share the activities that the funding organization for educational research in the Netherlands (NRO: The Netherlands Initiative for Education Research) uses to advance the support of research in practice. It is an example of the way EERA’s mission – Educational research for the benefit of education and society – can be concretized. NRO has a fixed yearly budget of about 15 M€ and considerable amounts of money (over 20M€) for specific purposes, e.g., research and innovation scholarships for teachers in higher education. A substantial amount is used to strengthen the relationship between research and practice.

 The most obvious, but perhaps also least effective, practice regards the dissemination of research results from research funded by NRO. To foster dissemination, researchers are encouraged to work together with practitioners, such as teachers, teacher educators, school principals or policy makers during all stages of research. Communication advisors provide support in developing effective dissemination strategies, and help with writing, visualization, and so on. In addition, all kinds of conferences and meetings, where practitioners and researchers jointly participate, are organized. Awards are presented to researchers who significantly connected research and practice.

Another more provocative measure is the participation of practitioners in the assessment for funding of research proposals. Whereas peers evaluate the scientific merit of proposals, practitioners have a say regarding the societal relevance of a proposal.

NRO offers three much more solid and specific ways for supporting practice:

  1. The Educational Knowledge website – which makes knowledge available to practitioners
  2. The Knowledge Roundabout website – which provides answers to practitioners’ questions
  3. The National Education Cohort Study (NCO).

The Educational Knowledge website

The ‘Educational Knowledge‘ website systematically makes knowledge about several topics available for practitioners. For every topic, information is presented in five categories

  • What is known from research?
  • What practical tools does research provide?
  • Examples for practice
  • Answers to questions from practice
  • Further information

I provide an example for “vocabulary”, one of the over 25 topics. The topic starts with some practical guidelines as follows:

A rich language learning environment in which a lot of reading is done is a requirement for developing a good vocabulary.

What is known about vocabulary?

Words are the basis of our language. Developing a good vocabulary is therefore important for functioning both at school and in society. Several things are important when increasing vocabulary through teaching:

  • Offer students a rich language learning environment in which students both read and are read to. In addition, have students talk and write about what they read.
  • Focus on both broad vocabulary (the number of words a student knows) and deep vocabulary (how well students know words).
  • When learning new words, pay attention not only to the meaning but also to the way you write and pronounce the word.
  • In teaching, focus on the words that appear in written texts. Students often learn words that occur in spoken language outside of school.

Where possible, use the dominant home language of multilingual students to increase Dutch vocabulary.

Then, under the tab “What is known from research,” a wealth of information is provided on themes such as:

  • Learning new words
  • Importance of a good vocabulary
  • Word knowledge in memory
  • Classification of words in the vocabulary
  • Vocabulary and multilingualism

 The information is presented in reports, infographics, and so on.

 An example of an answer to a question on the vocabulary topic is as follows:

What is the relationship between passive vocabulary and technical reading? 

Technical reading skills and passive vocabulary, together with comprehension skills, are essential parts of learning to read. That relationship is reciprocal. Both the number of words a student knows and what they know about a word (form, meaning and use) contribute to learning to read words quickly and accurately. In addition, a student can learn new words through technical reading, and space is created in the student’s working memory for the meaning of words and text comprehension.

Some examples of other topics that are on the website are social-emotional development and wellbeing, professional development of teachers, learning in internships, student school careers, digital literacy, tests and evaluations.

The Knowledge Roundabout website

Named after the ubiquitous traffic cirlcle of the Netherlands, the ‘Knowledge Roundabout’ website kennisrotonde.nl takes the approach of the Educational Knowledge website a step further. Practitioners can ask a question for which the answers can be found in research. So far, nearly 800 such questions have been asked and answered over the last eight years. These answers are provided by researchers, and most are based on research that has already been undertaken. Occasionally, a question might prompt a research study. Two examples:

How can students take control of their own learning process, so that their learning performance increases? 

There are strong indications that students can achieve better learning performance if they can take good control of their own learning process. To do this, they must consciously combine different learning strategies, such as relating, analyzing, structuring, orienting, planning and evaluating. Learning to use these strategies requires support from teachers, for example, by continually asking specific questions after modeling (demonstrating or showing).

What is the effect of classroom characteristics on the development of students in secondary education?

Classroom characteristics, such as temperature and light, influence the cognitive development of secondary school students. It seems that these students are less sensitive to certain environmental stimuli than students in primary education. High school classrooms are usually designed for specific subject areas. Students often change classrooms every lesson and therefore experience more variation in their physical learning environment. It is not known whether this is significant for their development.

For the first example, a five-page report with an executive summary provides more information on such issues as: What are important elements in controlling learning? How do you show students that these elements are important? The seven-page report on the second question covers environmental characteristics, such as temperature, color, light, sound, natural environment, air quality and decoration.

National Education Cohort Study

In the Netherlands, a wealth of data on student performance is collected. The National Education Cohort Study (NCO) coordinates this data collection and, more importantly, makes various statistical data available to schools and policy makers. First, the data collected in the context of the NCO is used to provide answers to various educational questions. For example, about the effects of homeschooling on students during the COVID-19 crisis. These answers are clearly published in various fact sheets. Second, the data collected by the NCO is processed into reports that provide schools in primary, secondary and special education with insight into their students’ performance. The purpose of the school reports is to support educational practice by providing input for the direction of educational policy.

 

We cannot say that all these activities solve the problem of the gap between research and practice, but these certainly help diminish this gap. One indication is that several hundred teachers and school principals attend the annual conference of NRO where practitioners and researchers discuss research results and ideas for research.

Key Messages

Dutch Strategies to Enhance Relevance of Educational Research

• Funding of collaboration between researchers and practitioners.
• Practitioners participate in evaluating research proposals to assess societal relevance.
• Awards and events recognize efforts to connect research and practical applications.
• The Educational Knowledge website organizes research findings into practical categories, such as tools, examples, and answers to common questions.
• The Knowledge Roundabout website allows educators to submit specific questions, providing research-based answers or occasionally prompting new research.

Emeritus Professor Theo Wubbels

Emeritus Professor Theo Wubbels

Theo Wubbels is emeritus professor of Educational Sciences at Utrecht University in the Netherlands. His research interests developed in his career from the pedagogy of physics education, via problems and supervision of beginning teachers and teaching and learning in higher education to studies of learning environments and especially interpersonal relationships in education. During his career among others he was a physics teacher in a Montessori High school, and served as Director of Teacher Education, Dean of the Graduate School of Social and Behavioural Sciences, Admissions Dean and Vice-rector for Teaching and Learning of Utrecht University. He was treasurer (2009 – 2013) and president of the European Educational Research Association (2014 – 2018). He published over 200 international journal articles and edited several books in Dutch and English. He is fellow of the American Educational Research Association.

Other blog posts on similar topics:

The curriculum as ‘folding’ democratic practice

The curriculum as ‘folding’ democratic practice

by | AARE

In today’s multilingual world, with approximately 7,000 spoken or signed languages, at least half of the global population is bilingual. Reflecting this diversity, Australia’s population is remarkably multicultural, with 29.5% born overseas and nearly 250 languages spoken in homes. This linguistic richness calls for an educational framework that mirrors these realities. In response, the English as an Additional Language (EAL) curriculum in Australia is at a crucial juncture, where it must bridge monolingual norms (e.g., Standard Australian English) with the multilingual realities of classrooms.

Drawing on Deleuze, Dewey, and Bill Green’s “curriculum as practice,” our research introduces the concept of “curriculum as ‘folding’ democratic practice”. This holistic, fluid, and processual approach, premised on the lived experiences of 16 immigrant EAL teachers, underscores the need for a more responsive and democratic educational framework.

Assembling Theory and Practice: A Democratic Approach

In “curriculum as ‘folding’ democratic practice”, John Dewey’s focus on experiential learning complements Deleuze’s concept of the “fold,” shaping a curriculum that is fluid, multifaceted, experimental, and responsive to linguistic and cultural diversity. Teachers use their lived experiences to shape a dynamic, evolving learning environment, akin to origami, where each fold represents collaborative interactions between students and educators.

Transcending Traditional Boundaries: Teachers’ Narratives

Incorporating the lived experiences of teachers from diverse backgrounds, our study highlights the transformative potential of a curriculum that transcends traditional, rigid frameworks. These educators, through their critical reflections and navigation of the complexities of language learning and teaching in various cultural contexts, offer invaluable insights into creating a responsive and inclusive educational environment. Their perspectives underscore the importance of embracing flexibility and cultural diversity to enhance the democratic educational experience for all students.

Jasha – bringing text to life with visualisation

For instance, Jasha’s early encounters with the English language were far from inspiring. Growing up in the USSR, she described her lessons as “boring texts to read, boring lessons on grammar, no listening and no speaking”. However, a transformative moment came when she volunteered to accompany a teacher to a bookshop when she was in year VIII and discovered Oscar Wilde’s “The Picture of Dorian Gray”. This book ignited her passion for English, leading her to adopt a more student-centred philosophy in her teaching in a transnational context.

Today, Jasha emphasizes fairness, equality, mutual respect and cultural responsivity in her classroom, recognizing the global diversity inherent in the English language onshore and offshore. She uses a method called visualisation, encouraging students to see a text and be part of the story. This makes English more relatable and memorable. For example, with the “boring, Eurocentric lesson on railway journeys” in “Language Leader”, she asks students to imagine being on a train, recalling scenes from “Harry Potter”, and enjoying the “view”:

And suddenly the most boring reading (and it is really really boring!!!) comes alive.  (Jasha)   

This approach brings the text to life and fosters lively class discussions about cultural concepts of a “journey” and “destination”.   

Janaki – including cultural elements in student engagement

Janaki transformed a curriculum-mandated employment project into a charity event that raised over $1,000 for the Save the Children Foundation through activities like a garage sale and morning tea. While these are common in Australia, Janaki encouraged her refugee students to incorporate cultural elements from their home countries into the event’s planning and execution. Reflecting on this, she remarked, “This experience showed me how capable the student cohort is when it comes to collaborating across cultural differences to achieve impactful results”. The initiative not only fostered student deep engagement but also promoted intercultural identity development through profound experiential learning.

The Fold of English Learning and Professional Becoming

Frida and Natalie – learning through playful interactions The journey of English language learning for these teachers often began with playful, informal interactions. Frida, from the Philippines, fondly recalled playing language games like “Pictionary” and “Scrabble” with her grandmother, which nurtured her love for English. She also immersed herself in reading borrowed books from “a neighbour” and “the local library”. Similarly, Natalie from Bangladesh was captivated by her father’s translanguaging storytelling, particularly his renditions of “Paradise Lost” by John Milton, especially the line, “জাগো, ওঠো না হলে চিরতরে পড়তে থাকো”, (“Awake, arise or be for ever fall’n”). These affective familial and cultural contexts served as rich, informal educational platforms, aligning with Deleuzian concepts of becoming and multiplicity, where learning evolves through diverse, non-linear pathways both within and beyond the learner.

Mahati –

In Australia, the personal and professional education of these teachers further shaped their understanding and practice of the curriculum. Mahati, originally from India, experienced a stark contrast between the rigid educational frameworks overseas what Australian curriculum and the more communicative, student-centred approach in Australia. During her TESOL teaching practice rounds at the Western English Language School, she embraced innovative teaching techniques that significantly differed from her experiences in India and Uganda, as well as from the monologic curricula in Australia. This exposure enabled her to critically reflect and further  adapt her methods to better meet the multilingual and intercultural needs of her students, thereby developing her own hybrid professional becoming (identity). In this context, Mahati also intertwined her knowledge of English literature and grammar into her teaching practice. For instance, she often incorporated insights from T.S. Eliot, particularly his idea about the importance of recursive interpretation, to deepen students’ understanding of texts and their meanings.

“He said, every time I read something again and again, I find new meaning and new beauty in that.” (Mahati)

To enhance understanding, she connected this to the Urdu terms “ شاعر” (shayar/shaa’ir: poet) and “ “شاعری (shayari: poetry). This approach not only leveraged the full linguistic repertoire of the multilingual learners but also amplified their affective connection with the material.

Ling Ling and Becca –

Ling Ling, influenced by her Chinese, Japanese, and English background, emphasizes teaching both culture and language, stating, “I am teaching the ‘culture’ as well as the language”. Similarly, Becca interweaves grammar into communicative, student-centered methods, explaining, “Grammar is a tool for effective communication, not the main goal,” transforming traditional exercises into interactive, engaging and affective activities that enrich the learning process.

Summary

The personal journeys of these English teachers highlight the transformative power of a responsive EAL curriculum. By leveraging their lived experiences and adopting culturally responsive strategies, they have enhanced both the enjoyment and effectiveness of language learning, shifting from traditional to learner-centered practices. This underscores the role of ethical, dialogic teaching in enriching education.

Looking ahead, the concept of “curriculum as ‘folding’ democratic practice” provides a framework for fostering intercultural and cosmopolitan development – an ongoing, evolving process of shaping education through inclusive, differentiated and dynamic methods that interlace diverse perspectives and experiences, fostering democratic learning environments. By adapting to the diverse experiences of teachers and students, the curriculum can transcend traditional boundaries and create an inclusive, democratically engaged learning environment.

At its core, teachers’ narratives point to the potential for reform in Australia’s educational landscape. Drawing on Dewey’s democratic education and Deleuze’s philosophy, a non-linear, decentred curriculum can celebrate linguistic and cultural diversity, preparing students for global participation. This study offers transformative EAL approaches with broader implications, suggesting that curricula rooted in multilingual and intercultural principles can promote inclusivity and enrich education across disciplines.

Key Messages

  • Curriculum as ‘Folding’ Democratic Practice: The blog presents a flexible, evolving approach to EAL education that incorporates diverse linguistic and cultural experiences.
  • Teacher Experiences as Catalysts for Transformation: Multilingual immigrant EAL teachers’ lived experiences are central to shaping a more responsive and inclusive curriculum.
  • Bridging Monolingual Norms with Multilingual Realities: The blog advocates for moving beyond monolingual norms to reflect Australia’s multilingual classroom realities.
  • Combining Deleuzian and Deweyan Philosophies: Entwining Deleuze’s ‘fold’ and Dewey’s experiential learning fosters a democratic, fluid, non-linear, and culturally inclusive approach to curriculum design.
  • Promoting Cosmopolitanism and Intercultural Learning: The blog emphasizes EAL education’s role in fostering intercultural understanding and world outlook among students.
Dr Nashid Nigar

Dr Nashid Nigar

Faculty of Education, University of Melbourne, Australia

Dr Nashid Nigar teaches at the Faculty of Education, University of Melbourne, and has diverse experience in English language and literacy teaching, academic writing, and teacher education. Her recently completed Ph.D. thesis, focusing on language teacher professional identity at Monash University, was graded as Exceptional—Of the highest merit, placing within the top 0.1% to fewer than 5% of international doctorates. Her ongoing research interests include language teacher professional identity and language/literacy learning and teaching.

Professor Alex Kostogriz

Professor Alex Kostogriz

Faculty of Education, Monash University, Melbourne, Australia

Professor Alex Kostogriz holds the esteemed position of Professor in Languages and TESOL Education within the Faculty of Education at Monash University. He currently serves as the Associate Dean (International) within the faculty. Alex’s ongoing research endeavors are centered around the professional practice and ethics of language teachers, as well as the realms of teacher education and the early experiences of novice educators.

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References and Further Reading

  1. Nigar, N., Kostogriz, A., & Mhilli, O. (2024). Curriculum as ‘folding’ democratic practice: Integrating Deleuzian and Deweyan philosophies with the lived experiences of English teachers. Curriculum Perspectives. https://doi.org/10.1007/s41297-024-00258-7

  2. Nigar, N., Kostogriz, A., & Gurney, L. (2024). Becoming an English language teacher over lines of desire: Stories of lived experiences. Australian Educational Researcher, 51, 1749–1770. https://doi.org/10.1007/s13384-023-00662-4

  3. Green, B. (2022). Understanding curriculum as practice, or on the practice turn(s) in curriculum inquiry. Curriculum Perspectives, 42(1), 77–83. https://doi.org/10.1007/s41297-022-00160-0

  4. Dewey, J. (1916). Democracy and education. The Macmillan Company.

  5. Deleuze, G. (1993). The fold: Leibniz and the baroque. University of Minnesota Press.