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

Transformative learning in educational sustainability as collective resilience and resistance

Transformative learning in educational sustainability as collective resilience and resistance

by | NW 30 Environmental and Sustainability Education Research, ESER, NW 7 Social Justice and Intercultural Education

Over the last two years, I have been conducting research on how doctoral students experience transformative learning in an educational sustainability program. We define transformative learning as a process that engages the head, heart, and hands in critical reflection, values introspection, social engagement, and empowerment towards sustainability (Grund et al., 2024; Papastamatis and Panitsides, 2014; Sipos et al., 2008). The transformative learning journey is not a straight line, rather it is dynamic, fluid, adaptive, and recursive in nature, allowing each learner to experience it differently (Boström et al., 2018; Grund et al., 2024; Rodríguez Aboytes and Barth, 2020). We argue that although a transformative moment can occur within an individual, transformative learning is a social and collaborative process.

I am the director of the educational sustainability program and an associate professor, teaching many courses within the program. I have loved learning from students on how, to what extent, and when they experience transformative learning, but the process is mutual. As much as the students have been transformed, so have I. Over the last year, the attacks on sustainability have changed these relationships and created a different type of transformative learning, one that feels like collective resistance. The emotional trauma of seeing these attacks has led to a deeper kinship, one that binds us together through this struggle and collective desire to build a safe space for all.

Sustainability education in a hostile political environment

I define sustainability as the morally courageous pursuit of a just, inclusive, and equitable future where humans and the environment can thrive. However, this pursuit can come with fatigue and advocating for change is not without struggle. As change agents, we take on those struggles in the hope of moving forward in a different way—one that reflects justice and equity. We learn from the past and challenge White Supremacy culture and systems of domination. We see the interdependence of environmental and human health and treat the environment as a stakeholder in our decision-making.

On the morning of November 5th, 2024, I woke to a Trump victory, which all but sealed the destruction of equity and inclusivity movements in U.S. higher education institutions. The topics that lay the foundation of sustainability education—social justice, ecological health, cultural inclusivity, and equitable access to resources—all lay on the chopping board. I felt like I couldn’t breathe, couldn’t move, the weight of what this means to me, to my students, barreled down on me. I was teaching a class entitled, “Social Justice for a Sustainable Society,” and my students were preparing case studies on reparative futures (Sriprakash et al., 2020); but how was I supposed to show up for this authentically, knowing the just futures they were imagining will be under attack for at least the next four years?

I did show up for my classes and for my students, but it was different. In some cases, I cried with my students, in others, I urged them to keep going, to not let this hostile political environment silence them and their achievements. I fiercely defended this program as a safe space for all, especially in this time of difficulty. My job changed, my relationship with my students changed. Working together through our pain and vulnerability, we found a collective strength and supported each other in a way that increased our resilience to do the work of sustainability.

Building strength through vulnerability

One of the features of our program that builds relationships, and collective learning is the one-week, in-person residency that is required every summer for three years. The educational sustainability doctoral program is online, except for this yearly residency. The residency is frequently mentioned by our students as one of the most transformative experiences in the program. This year (June 2025), I took a different approach to planning the residency. Rather than bringing computers and learning about sustainability competencies and research methods, we focused on the heart and hands parts of transformative learning (Sipos et al., 2008) and the social and emotional connections between each other (Papastamatis and Panitsides, 2014).

I planned activities for us that would require leaving our devices behind and connecting with nature and each other, like canyoning (repelling down waterfalls). The canyoning experience, in many ways, mirrored the transformative learning design of the program—it required collaboration, had moments of difficulty, struggle, and vulnerability, and concluded with a sense of collective strength, resilience, and empowerment.

The students similarly reflected on how canyoning was transformative and created a unique bond through vulnerability and trust. One student wrote about the canyoning experience:

Everyone that participated in that experience was truly vulnerable and also supportive of each other. We had to let our guards down to focus on completing the journey down the canyon and leaned on each other to do so. That required a significant amount of trust and literal handholding.

In the end, we were closer with our peers after the canyoning experience

Another student reflected on the emotional safety created through this experience:

One particularly memorable experience that fostered the community was the canyoneering trip, where we rappelled down an 80-foot waterfall.

Supporting each other through adrenaline (and fear) led us to encouragement and emotional safety.

Yet another student reflected on the emotional support and kinship that this experience fostered:

The descent through all the waterfalls was not only physically grueling, but emotionally intense. What surprised me, however, was the way my peers checked in with me—offering emotional support and words of affirmation without judgment. In that moment, I felt seen and held. There was a sense of mutual care that went beyond casual classmate interaction and moved toward a deeper kind of kinship.

The fact that I faced my fear, endured the pain, and still came away feeling proud says a lot about the strength and healing I’ve cultivated.

The canyoning experience pushed many people’s physical and emotional limits, but together we were strong, resilient, and could tackle anything put in our path. The canyoning became an analogy for our relationships in this program and our pursuit of sustainability.

We may feel fear, face struggles, even trauma, but through vulnerability, trust, and support, together, we can persist.

This one experience is not the full story, but it does provide a glimpse into the shared experience of striving and struggling for sustainability in a time of difficulty and finding that together we are more resilient. It also opens the conversation for viewing transformative learning as a physical and emotional endeavor, rather than primarily cognitive.

I started 2025 full of fear and sadness. I came to my classes with that vulnerability—with tears and at a loss for any answers or solutions to the hardships we are facing. My students held my hand as much as I held theirs. The determination that I feel today to use everything I have to uplift their voices and ensure that they have this program as a space for healing, hope, and emotional safety is more steadfast than ever. I am transformed by the strength I see in our collective capacity.

Transformative learning as a form of collective resistance

Transformative learning is a recursive and co-generated process. Educators must be willing to be vulnerable, open, and receptive to growth and change. In this way, we are not experts disseminating knowledge; instead, we are learning alongside our students and growing because of them. Also, sometimes in advocating for sustainability, we need to take time away from writing, reading, and presenting to build our resilience as change agents with our community.  

I feel more engaged and enraged to fight for a sustainable future today than I have ever felt in the past. Holding this space where we could be vulnerable, created emotional safety, and from that space of safety and support, I can continue to fight and advocate for a more just future.

ECER 2025 – Presentation

To learn more about the educational sustainability students and their perspectives on transformative learning, please attend our presentation at ECER:

“Multi-year study on Students’ Transformative Learning Journey through an Educational Sustainability Doctoral Program”
Session Number: 30 SES 02 B
Session Title: 30 SES 02 B: Education and Transformation
Session Location: University of Belgrade, room tbc
Session Time: 09/Sept/2025, 15:15 – 16:45

Dr. Erin Redman

Dr. Erin Redman

University of Wisconsin-Stevens Point, USA.

Erin Redman is the program director and associate professor of Educational Sustainability in the School of Education at University of Wisconsin-Stevens Point. Prof. Redman comes to UWSP from Leuphana University of Luneburg (Germany) where she has been a research associate and program lead on an international sustainability education collaboration for the Global Consortium of Sustainability Outcomes (GCSO). Prior to joining Leuphana, Prof. Redman created and led the Sustainability Teachers’ Academy, a professional development program for in-service teachers from all over the United States. She was also a faculty member at the National University of Mexico (UNAM), where she integrated sustainability throughout their undergraduate programs as well as designed a stand-alone sustainability undergraduate program. https://www.uwsp.edu/directory/profile/erin-redman/

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:

We Are the Storytellers: Co-Creating Counternarratives with Black Caribbean Boys

We Are the Storytellers: Co-Creating Counternarratives with Black Caribbean Boys

by | NW 33 Gender and Education, NW 7 Social Justice and Intercultural Education

This blog previews the project I will present at ECER 2025, titled ‘Literature as Identity Work: Exploring Self-Discovery Through Texts’. It examines Black Caribbean male students’ experiences with the GCSE English literature curriculum in the UK, positioning literature as a space where identities are negotiated, challenged and reshaped. Through participants’ encounters with canonical texts, the study highlights literature’s dual role as a platform for personal growth, and a mechanism through which cultural exclusion is perpetuated. Rooted in Critical Race Theory (CRT) (Delgado, R. and Stefancic, J., 2023; Gillborn, 2024; Ladson-Billings, 2021) and narrative inquiry (Frank, 2012), the project uses storytelling – both textual and sonic – as a method for disseminating research, amplifying representation and showcasing resistance.

Representation, identity, and the limits of the literature curriculum

Although literature is often hailed as a window or door into other worlds and a mirror reflecting the self (Bishop, 1990), these metaphors take on new significance when curriculum texts fail to reflect the identities, cultures or lived experiences of its readers. For many Black Caribbean male students in England, the GCSE literature curriculum offers few mirrors since the reforms implemented by then Education Secretary, Michael Gove (Institute for Government, 2022; Chandler-Grevatt, 2021) have cemented a syllabus dominated by Eurocentric canonical texts, largely written by White men from the sixteenth to twentieth centuries. Despite their historical and literary value, the stories and contexts frequently fail to reflect the identities, realities and voices of Black Caribbean male students, leaving many to experience the literature curriculum as something to be gazed at from the outside rather than lived from within (Elliott et al., 2021). As one participant observes, “There are other people as good as Shakespeare, with different skin colours but no one knows about them”. Such reflections reveal that, for the participants, literature transcends its status as an academic subject to become an opaque mirror, a battleground and a site for self-definition, resistance and critical identity work.

Heterotopic spaces enable open reflection on race, masculinity and belonging

Viewed through the lenses of CRT and narrative inquiry, the participants’ counter-narratives uncover the personal stakes of curriculum design suggesting that questions of literature and identity are inseparable from questions of method. In this light, my research explores how participants’ engagement with canonical works and selected twentieth- and twenty-first-century texts shapes their navigation of masculinity, race, emotion and belonging.

The study facilitates one-to-one participatory narrative interviews, situated within Foucault’s (1986) conceptualisation of heterotopic spaces — cultural, dialogic environments designed to foster open, identity-affirming reflection. In these spaces, participants are empowered to move beyond the constraints of school-based discussions to critically engage with both the texts and their evolving sense of self.

To support emotional processing and deepen participant engagement, I employ a range of multimodal activities including text rating, visual mapping and character reflection (Kress, 2010; Woolhouse, 2017).

One notable strategy involves employing emojis to enable students’ articulation of their emotional responses to texts and characters.

These methodological tools prove effective because they provide a familiar and accessible medium through which to explore affective interpretation.

Sonic dissemination invites audiences to listen and engage with counter-narratives

Most significantly, the power of this study lies in the dissemination of research data. Rather than summarising student responses in researcher-authored prose, narratives are co-created using the boys’ own words as dialogue. Their speech — unpolished, reflective and often emotionally charged — remains intact. This approach allows for narrative framing without distorting the participants’ words, tone or rhythm. Also, by giving sonic life to the participants’ counter-narratives through AI voice simulation, audiences are invited not only to read the data but to listen – to hear counter-narratives in voices that echo their resonance and resistance.

Through this method of dissemination, audiences encounter young Black men speaking on their own terms, articulating nuanced understandings of masculinity, justice, diasporic belonging and the politics of hope (Freire, 2021). Sonic dissemination preserves the emotional texture of participants’ words, enacts the ethics of co-creation (Cohen, Manion and Morrison, 2017), and disrupts normative expectations of data sharing. It also reimagines dissemination as relational listening, a mode that centres empathy, embodiment and presence.

Serving as a commentary to remind us that voice is not only a methodological tool but also a political act — one that challenges the silences imposed by dominant narratives and affirms lived experience as legitimate knowledge — John, a participant, states: ‘I don’t mind people hearing what I said. I just want them to actually listen”. Consequently, my methodological choices do not merely generate data; they open space for new stories to emerge, stories that resonate within academia but also hold the potential to connect with wider audiences through accessible forms of storytelling and voice.

A co-created composite counter-narrative

In this co-created composite counter-narrative, ‘Unmasking Dr Jekyll and Mr Hyde’, the boys reflect on themes of identity, duality and the pressures of navigating stereotypes, connecting The Strange Case of Dr Jekyll and Mr Hyde to their social reality. Co-created using the participant’s direct quotes from interviews this voiced composite counter-narrative brings their perspectives and experiences to life.

Unmasking Dr Jekyll and Mr Hyde

Students’ counter-narratives explore masculinity, identity and belonging

The composite counternarratives co-created through my research illustrate the students’ reflections on masculinity, identity, justice, racism and diasporic belonging, articulated through their negotiations with literature and wider society. The participants construct masculinity as a fluid, often contested identity, shaped by social context, cultural pressure and lived experience.

While several boys reject emotional vulnerability, critiquing characters such as Romeo (Shakespeare, 1993) as “simpish” and “unstable”, others value traits such as loyalty, self-awareness and quiet strength. Tybalt and Mercutio (Shakespeare, 1993) emerge as models of decisiveness and honour, even when their actions are rooted in violence. By contrast, texts such as Boys Don’t Cry (Blackman, 2024) enable a redefinition of masculinity grounded in emotional growth, caregiving and moral accountability.

Crucially, the students do not engage with masculinity in one uniform way; they actively interrogate what it means to be a man across diverse social and literary contexts (Connell, 1995). Through their counter-storytelling, the boys challenge hegemonic masculine norms (Connell, 1995) which positions certain performances of manhood — particularly those marked by dominance, emotional restraint and heterosexuality as ideal. Their counter-narratives (Solórzano and Yosso, 2002) therefore resist static, deficit-laden constructions of Black masculinity, providing instead complex and situated accounts of identity.

In a system that frequently frames Black Caribbean boys as disengaged or underachieving, this work foregrounds their criticality, emotional intelligence, cultural literacy and capacity for reflective resistance. The participants demonstrate cultural awareness, an understanding of their position in society as well as how they navigate and negotiate its demands. They are not disengaged; they are resisting performance of the self that feels untrue.

 At its heart, this project asks educators and researchers to do something very simple but radical: listen. Because when we truly listen to marginalised students, they do more than answer our questions.

They tell us a story.

And sometimes, they rewrite it.

Key Messages

  • The GCSE English literature curriculum, shaped by Govian reforms, offers few mirrors for Black Caribbean boys as it prioritises Eurocentric canonical texts.
  •  The participant’s counter-narratives reveal how literature becomes a site of struggle, identity work, and resistance against deficit views of Black masculinity.
  • Using multimodal and narrative methods, the study creates heterotopic spaces for boys to reflect on masculinity, race, belonging and justice.
  • Data is disseminated through AI-voiced sonic counter-narratives which preserve emotional texture and extend conventional research outputs by introducing new possibilities for sharing and experiencing participant voices. This approach offers a relational and participatory approach to dissemination.
  • The project foregrounds students’ voices as acts of resistance and hope, creating spaces where marginalised young people exercise their agency and transform narrative sites into spaces for reimagining justice, education, identity and belonging.

ECER 2025 – 

As part of my ECER 2025 presentation, I will be sharing the composite counter-narrative “We Weren’t Just Reading: Reflection, Resistance, Becoming”, a co-created narrative built from the boys’ direct quotes voiced during interviews. The story explores how literature functions as a critical space for young Black men to reflect on masculinity, identity, representation and belonging whilst developing critical consciousness about the systems that shape their lives.

Through their reflections on texts such as Boys Don’t Cry, Othello, Romeo and Juliet, Macbeth, and An Inspector Calls, the participants interrogate stereotypes, power and exclusion — questioning whose stories are centred and whose are silenced. Their voices challenge dominant narratives of disinterest and underachievement, foregrounding themes that are central to CRT.  The composite counter-narrative ‘We Weren’t Just Reading: Reflection, Resistance, Becoming’ reveals that the Black Caribbean male students in my research are not merely analysing literature; they, instead, use it as a tool for self-discovery, resistance and critical reflection to create new understandings of identity, power and belonging. 

  • Network: 07. Social Justice and Intercultural Education
  • Contribution ID: 1195
  • Title: Literature as Identity Work: Exploring Self-Discovery Through Texts
  • Session Title: 07 SES 02 A: Engaging Families and Alternative Educational Practices
  • Date & Time: 09 September 2025, 15:15 – 16:45 (CET)
  • Location: Room 001 | Eduka College | Ground Floor

Keisha-Ann Stewart

Keisha-Ann Stewart

Edge Hill University

Keisha-Ann Stewart is a PhD researcher at Edge Hill University. Her doctoral research explores Black Caribbean male students’ experiences of literature texts studied at Key Stage 4, examining how these experiences shape their engagement, interpretation and academic responses within English classrooms in England. With a multidisciplinary background in applied linguistics, literature, publishing studies and education, Keisha-Ann’s academic interests include literacy development, anti-racist education, decolonising the curriculum, teacher education, the ethical use of artificial intelligence in education, and the integration of technology to enhance learning and pedagogy. Her work is grounded in a strong commitment to equity, inclusion and culturally responsive teaching.

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:

References

Bishop, R.S. 1990. ‘Mirrors, windows, and sliding glass doors’, Perspectives: Choosing and Using Books for the Classroom, 6(3), pp. ix–xi.
Available at: https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf (Accessed: 20 August 2025).

Blackman, M. 2024. Boys don’t cry. London: Penguin

Chandler-Grevatt, A. 2021. ‘The wilderness years: An analysis of Gove’s education reforms on teacher assessment literacy’, The Buckingham Journal of Education, 2(2), pp. 149–164.
Available at: https://doi.org/10.5750/tbje.v2i1.1935 (Accessed: 18 August 2025).

Cohen, L., Manion, L. and Morrison, K. 2017. Research methods in education. 8th edn. Abingdon: Routledge.

Connell, R.W. 1995. Masculinities. Berkeley: University of California Press.

Delgado, R. and Stefancic, J. 2023. Critical race theory: An introduction. 4th edn. New York: New York University Press.

Elliott, V., Nelson-Addy, L., Chantiluke, R. and Courtney, M. 2021. Lit in Colour: Diversity in Literature in English Schools. London: Penguin Books UK and The Runnymede Trust.
Available at: https://litincolour.penguin.co.uk/assets/Lit-in-Colour-research-report.pdf (Accessed: 20 August 2025).

Foucault, M. 1986. ‘Of other spaces’, Diacritics, 16(1), pp. 22–27.

Freire, P. 2021. Pedagogy of hope: Reliving pedagogy of the oppressed. Bloomsbury Academic.

Frank, A. 2012. “Practicing Dialogical Narrative Analysis,” in Varieties of Narrative Analysis, pp. 33–52. Available at: https://doi.org/10.4135/9781506335117.n3 (Accessed: 20 August 2025).

Gillborn, D. 2024. White lies: Racism, education and critical race theory. London: Routledge.

Institute for Government. 2022. The Gove reforms a decade on. London: Institute for Government. Available at: https://www.instituteforgovernment.org.uk/sites/default/files/publications/gove-reforms-decade-on.pdf (Accessed: 18 August 2025).

Kress, G. 2010. Multimodality: A social semiotic approach to contemporary communication. London: Routledge.

Ladson-Billings, G. 2021. A scholar’s journey: Critical race theory and education. New York: Teachers College Press.

Shakespeare, W. 1993. The tragedy of Romeo and Juliet. Champaign, Ill.: Project Gutenberg. Available at: http://www.gutenberg.org/etext/1777

(Accessed: August 20, 2025).

Solórzano, D.G. and Yosso, T.J. 2002. ‘Critical race methodology: Counter-storytelling as an analytical framework for education research’, Qualitative Inquiry, 8(1), pp. 23–44.
Available at: https://journals.sagepub.com/doi/full/10.1177/107780040200800103 (Accessed: 20 August 2025).

Stewart, K. 2025. Beyond the page: Literature as a catalyst for identity and resistance. Edge Hill University. Poster.
Available at: https://doi.org/10.25416/edgehill.29616704.v1.

Woolhouse, C. 2017. ‘Multimodal life history narrative: Embodied identity, discursive transitions and uncomfortable silences’, Narrative Inquiry, 27(1), pp. 109–131.
Available at: https://research.edgehill.ac.uk/en/publications/multimodal-life-history-narrative-embodied-identity-discursive-tr (Accessed: 20 August 2025).

 

Making Sense of Data: AI-based NLP Tools for Education Research

Making Sense of Data: AI-based NLP Tools for Education Research

by | NW 16 ICT in Education and Training, NW 9 Assessment, Evaluation, Testing and Measurement

For most researchers—even those with some experience in data analysis or who have taken statistics courses—deciding on and applying appropriate statistical methods is still challenging (Pallant, 2020).

 When you must analyze your data and you are not sure how to proceed, what do you do? Do you open a statistics book? Ask your supervisor or experienced colleagues? Search social media and the web? Or, if it is available, do you try artificial intelligence? Would you use AI just for guidance, or let it run the whole analysis?

This blog post looks at why researchers need support in data analysis, why many turn to AI-based Natural Language Processing (NLP) tools, how these tools can help at different stages of analysis, and what skills researchers should build to work with AI effectively.

Why researchers need support in data analysis

Data analysis is a complex task that requires both technical knowledge and methodological thinking (Creswell & Creswell, 2018). Even simple datasets may include missing values, errors, or outliers that require careful preparation (Field, 2018). Many researchers do not have strong training in statistics, which often creates anxiety and a lack of confidence (Onwuegbuzie & Wilson, 2003). Time restrictions and limited access to expert consultants make this harder, especially in smaller or less-funded institutions (Cabrera & McDougall, 2013). Some researchers also see statistics as a secondary part of research, which reduces their motivation to engage with it (Gal & Ginsburg, 1994). These challenges explain why accessible support in data analysis is so important.

Why researchers turn to AI-based NLP tools

There are many sources of support for data analysis, such as books, tutorials, social media or web resources, academic advisors or colleagues. Most recently, AI-based NLP tools are becoming very popular. NLP is a branch of Artificial Intelligence (AI) and Machine Learning (ML) that focuses on enabling computers to understand, generate, and interact through human language (Hirschberg & Manning, 2015). Well-known examples include chat-based systems such as ChatGPT, which allow researchers to ask questions in plain language and receive immediate feedback.

These tools provide fast, on-demand help that fits tight research schedules. They allow researchers to interact in natural language, without needing advanced software or coding skills. Many are low-cost or free, which makes them more accessible than professional consultants. AI systems are also improving quickly, which increases their usefulness in different types of research tasks (Floridi & Chiriatti, 2020). Another reason might be that some researchers prefer using AI to avoid the discomfort of asking for help from others (Bohns & Flynn, 2010). For a short introduction to the distinctions between AI, ML, and NLP, see this overview. For these reasons, AI tools are now widely used as an easy and convenient support system.

Capabilities and limits of AI-based NLP tools

AI-based NLP tools can support many parts of data analysis. They can clean and organize data, identify patterns, and summarize large sets of text. They can also suggest interpretations or help draft parts of research reports (Gale, 1987; Žižka et al., 2019; Young et al., 2018). However, they have clear limits. AI usually lacks deep contextual understanding and domain expertise. It can reflect biases in its training data (Shah & Sureja, 2025).It cannot judge ethical issues such as deep meaning, privacy and consent (Bankins& Formosa, 2023). The quality of AI output depends on clear input, and poor prompts often lead to poor results. Finally, many AI systems work like a “black box,” offering little transparency about how answers are produced (von Eschenbach, 2021). For this reason, AI should not replace human expertise but rather complement it.

AI support across data analysis steps

The process of data analysis usually follows a series of steps, moving from collecting raw information to reporting results. Classic frameworks describe these stages as data collection, cleaning and preparation, exploration, hypothesis building, modeling and analysis, interpretation, and reporting (Tukey, 1977; Creswell & Creswell, 2018). Each step requires different skills and decisions, and mistakes at one stage can affect the quality of the entire study. AI can assist in these steps, but human oversight remains essential (Shneiderman, 2022). Furthermore, this shared approach combines AI’s efficiency with human judgment and expertise.

Data collection: AI plays a key role in the data revolution by enhancing data collection within big data, open data, and evolving infrastructures. It automates gathering information from digital sources, sensors, and databases, making large-scale data more accessible for research. Still, researchers must ensure ethical use and data quality when relying on AI-driven collection (Kitchin, 2014).

Data cleaning and preparation: Detecting errors or missing values is one of AI’s strengths, but researchers should always confirm corrections (De Waal et al., 2012).

Exploratory analysis: In this stage, AI’s ability to summarize and visualize data helps detect patterns or anomalies. It can interpret tables, graphs, and outputs from analysis, providing summaries and potential insights, but final interpretation should be validated by the researcher ( Amant & Cohen, 1998).

Hypothesis building: Instead of providing answers, AI may highlight possible patterns that inspire new hypotheses, but researchers decide which are meaningful (Yao et al., 2025).

Deciding the appropriate method: Suggestions for statistical methods can be generated by AI based on the data type and research questions. However, evaluating appropriateness and assumptions remains the researcher’s responsibility (Schwarz, 2025).

Modeling and analysis: Support for replicating models or tuning parameters shows the usefulness of AI at this stage. Yet its limits become clear with more complex tasks – tools like ChatGPT may produce repetitive or incomplete solutions, making human judgment and verification essential (Prander et al., 2025; Schwarz, 2025).

Interpretation: While outputs may be accurate, meaningful interpretation still requires human insight. Even advanced tools such as ChatGPT-4 often lack precision and contextual understanding, so theoretical conclusions must come from the researcher (Sporek& Konieczny, 2025).

Reporting: Drafting, formatting, and revising reports can be streamlined by AI, but it cannot take full responsibility for accuracy, interpretation, or compliance with research standards. Human researchers must review and finalize all outputs to ensure correct and meaningful reporting  (Anderson et al., 2025).

Skills for working effectively with AI

To use AI responsibly, researchers need certain skills. Data literacy is key for understanding data types, quality, and methods (Carlson et al., 2011). Basic statistical knowledge helps them check analysis outputs even when provided by AI (Garfield et al., 2008). Methodological proficiency is also important; researchers should understand research design, data collection strategies, and how analysis decisions relate to research questions and hypotheses (Creswell & Creswell, 2018).

Some literacy skills—such as statistical literacy, digital literacy, and AI literacy—are essential for understanding methods, navigating tools, and using AI effectively. Critical thinking and problem solving allow researchers to question and refine AI-generated results (Saddhono et al., 2024). Ethical awareness ensures responsible handling of privacy, bias, and transparency issues (Jobin et al., 2019). Finally, clear prompt writing is important to guide AI effectively (Federiakin et al., 2024). These skills help researchers combine AI tools with scientific rigor. Importantly, becoming proficient with these tools takes practice. While the learning curve may initially reduce efficiency, familiarity with AI over time can significantly increase the net benefits of its use.

Ethical considerations

In addition to the limits mentioned earlier, using AI in research comes with ethical risks. AI may increase existing biases in data (Mehrabi et al., 2021; Shah & Sureja, 2025). Furthermore, it might lead to some fairness issues (Barocas et al., 2023). Its “black box” nature makes transparency and accountability difficult. Sensitive data may not be fully protected by AI systems (von Eschenbach, 2021). Over-reliance on AI may also reduce human skills or allow mistakes to go unnoticed (Karamuk, 2025). Reproducibility may suffer if AI use is not well documented. Researchers, therefore, need to apply ethical standards carefully when working with AI.

Conclusion and recommendations

AI-based NLP tools can make data analysis more accessible and efficient. But they cannot replace human expertise and ethical responsibility. Researchers need skills in data literacy, statistics, critical thinking, problem solving, AI literacy, prompt writing, and ethics to use AI effectively.

At the same time, researchers should carefully weigh whether using NLP tools provides a net benefit. While these tools can accelerate tasks, effective use still requires time for accurate prompting, checking outputs, filtering hypotheses, and reviewing conclusions. In some cases, this effort may equal or even exceed the time saved. Therefore, choosing to use AI should be a conscious decision, guided by the nature of the task, the researcher’s skills, and the standards of the research community.

A hybrid model that combines AI’s speed with human insight can improve both quality and trust in research. With thoughtful use, AI can help researchers manage data analysis while keeping high scientific standards.

Key messages

  • Researchers need support in data analysis because the process is complex, often stressful, and requires both technical knowledge and methodological skills that many researchers lack.
  • Common solutions for support include consulting statistics books, online resources, supervisors, or colleagues—but recently, many researchers have increasingly turned to AI-based NLP tools for quick, accessible guidance.
  • AI offers valuable help across different stages of data analysis, from data collection to reporting. However, its limitations in context, accuracy, and ethical judgment mean it cannot replace human expertise.
  • The most effective approach is human–AI collaboration, where AI provides efficiency and automation while researchers contribute interpretation, ethical oversight, and scientific rigor—supported by skills in data literacy, statistics, critical thinking, AI literacy, and ethics, as well as clear institutional guidelines.

ECER 2025 –

Prof. Dr. Ergul Demir

Prof. Dr. Ergul Demir

Department of Measurement and Evaluation, Ankara University

Prof. Dr. Ergul Demir currently works at the Department of Measurement and Evaluation, Ankara University, as a professor and a senior researcher. His focus is on psychometric modelling, including Item Response Theory and its applications, multivariate data analysis, and advanced research methods. Most recently, he has been working on ‘Data Science in Psychology and Education’ and ‘AI integration into psychometrics and educational assessment’.

Academic profiles:

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:

References and further reading

Andersen, J. P., Degn, L., Fishberg, R., Graversen, E. K., Horbach, S. P., Schmidt, E. K., Schneider, J. W., & Sørensen, M. P. (2025). Generative Artificial Intelligence (GenAI) in the research process–A survey of researchers’ practices and perceptions. Technology in Society, 81, 102813. https://doi.org/10.1016/j.techsoc.2025.102813

Bankins, S., & Formosa, P. (2023). The ethical implications of Artificial Intelligence (AI) for meaningful work. Journal of Business Ethics, 185, 725–740. https://doi.org/10.1007/s10551-023-05339-7

Barocas, S., Hardt, M., & Narayanan, A. (2023). Fairness and machine learning: Limitations and opportunities. MIT press. https://fairmlbook.org/

Bohns, V. K., & Flynn, F. J. (2010). “Why didn’t you just ask?” Underestimating the discomfort of help-seeking. Journal of Experimental Social Psychology, 46(2), 402–409. https://doi.org/10.1016/j.jesp.2009.12.015

Cabrera, J., & McDougall, A. (2013). Statistical consulting. Springer New York, NY. https://doi.org/10.1007/978-1-4757-3663-2

Carlson, J., Fosmire, M., Miller, C. C., & Nelson, M. S. (2011). Determining data information literacy needs: A study of students and research faculty. Portal: Libraries and the Academy, 11(2), 629–657. Doi: 10.1353/pla.2011.0022

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, California, SAGE Publications, Inc.

De Waal, T., Pannekoek, J. & Scholtus, S. (2012), The editing of statistical data: methods and techniques for the efficient detection and correction of errors and missing values†. WIREs Computational Statistics, 4(2), 204-210. https://doi.org/10.1002/wics.1194

Federiakin, D., Molerov, D., Zlatkin-Troitschanskaia, O., & Maur, A. (2024) Prompt engineering as a new 21st century skill. Frontiers in Education,9, 1366434. Doi:10.3389/feduc.2024.1366434

Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Sage.

Floridi, L., &Chiriatti, M. (2020). GPT-3: Its nature, scope, limits, and consequences. Minds and Machines, 30(4), 681–694. https://doi.org/10.1007/s11023-020-09548-1

Gal, I., & Ginsburg, L. (1994). The role of beliefs and attitudes in learning statistics: Towards an assessment framework. Journal of Statistics Education, 2(2). https://doi.org/10.1080/10691898.1994.11910471

Gale, W. A. (1987). Statistical applications of artificial intelligence and knowledge engineering. The Knowledge Engineering Review, 2(4), 227-247. https://doi.org/10.1017/S0269888900004136

Garfield, J., Ben-Zvi, D., Chance, B., Medina, E., Roseth, C., &Zieffler, A. (2008). Developing students’ statistical reasoning: Connecting research and teaching practice. Springer Science & Business Media. https://doi.org/10.1007/978-1-4020-8383-9

Hirschberg, J. & Manning , C.D. (2015). Advances in natural language processing. Science, 349, 261-266. https://doi.org/10.1126/science.aaa8685

Jobin, A., Ienca, M., &Vayena, E. (2019). The global landscape of AI ethics guidelines. Nature Machine Intelligence, 1(9), 389–399. https://doi.org/10.1038/s42256-019-0088-2

Karamuk, E. (2025). The Automation Trap: Unpacking the Consequences of Over-Reliance on AI in Education and Its Hidden Costs. In Pitfalls of AI Integration in Education: Skill Obsolescence, Misuse, and Bias (pp. 151-174). IGI Global Scientific Publishing

Kitchin, R. (2014). The data revolution: Big data, open data, data infrastructures & their consequences. SAGE Publications Ltd. https://doi.org/10.4135/9781473909472

Mehrabi, N., Morstatter, F., Saxena, N., Lerman, K., & Galstyan, A. (2021). A survey on bias and fairness in machine learning. ACM Computing Surveys, 54(6), 1–35. https://doi.org/10.1145/3457607

Onwuegbuzie, A. J., & Wilson, V. A. (2003). Statistics anxiety: Nature, etiology, antecedents, effects, and treatments. Teaching in Higher Education, 8(2), 195–209. https://doi.org/10.1080/1356251032000052447

Pallant, J. (2020). SPSS survival manual (7th ed.). McGraw-Hill Education. https://doi.org/10.4324/9781003117452

Prandner, D., Wetzelhütter, D., & Hese, S. (2025). ChatGPT as a data analyst: An exploratory study on AI-supported quantitative data analysis in empirical research. Frontiers in Education, 9, 1417900. https://doi.org/10.3389/feduc.2024.1417900

Saddhono, K., Suhita, R., Rakhmawati, A., Rohmadi, M., &Sukmono, I.K. (2024). AI and literacy: Developing critical thinking and analytical skills in the digital era. International Conference on IoT, Communication and Automation Technology (ICICAT), Gorakhpur, India, pp. 360-365. Doi:10.1109/ICICAT62666.2024.10922871

Schwarz, J. (2025). The use of generative AI in statistical data analysis and its impact on teaching statistics at universities of applied sciences, Teaching Statistics, 47(2), 118–128. https://doi.org/10.1111/test.12398

Shah, M., &Sureja, N. A. (2025). Comprehensive review of bias in deep learning models: Methods, impacts, and future directions. Archives of Computational Methods in Engineering, 32, 255–267. https://doi.org/10.1007/s11831-024-10134-2

Shneiderman, B. (2022). Human-centered AI. Oxford University Press.

Sporek, P., & Konieczny, M. (2025). Artificial intelligence versus human analysis: Interpreting data in elderly fat reduction study. Advances in Integrative Medicine, 12(1), 13-18. https://doi.org/10.1016/j.aimed.2024.12.011

St. Amant, R., & Cohen, P. R. (1998). Intelligent support for exploratory data analysis. Journal of Computational and Graphical Statistics, 7(4), 545–558. https://doi.org/10.1080/10618600.1998.10474794

Tukey, J. W. (1977). Exploratory data analysis (Vol. 2, pp. 131-160). Reading, MA: Addison-Wesley.

von Eschenbach, W.J. (2021). Transparency and the black box problem: Why we do not trust AI. Philosophy & Technology, 34, 1607–1622. https://doi.org/10.1007/s13347-021-00477-0

Yao, L., Yin, H., Yang, C., Han, S., Ma, J., Graff, J. C., Wang, C.-Y., Jiao, Y., Ji, J., Gu, W. & Wang, G. (2025). Generating research hypotheses to overcome key challenges in the early diagnosis of colorectal cancer-Future application of AI. Cancer Letters, 620, 217632. https://doi.org/10.1016/j.canlet.2025.217632

Young, T., Hazarika, D., Poria, S., & Cambria, E. (2018). Recent trends in deep learning based natural language processing. IEEE Computational Intelligence Magazine, 13(3), 55–75. Doi: 10.1109/MCI.2018.2840738

Žižka, J., Dařena, F., & Svoboda, A. (2019). Text Mining with Machine Learning: Principles and Techniques (1st ed.). CRC Press. https://doi.org/10.1201/9780429469275

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:

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

How an ERC bursary opened the door to a transformative research experience

How an ERC bursary opened the door to a transformative research experience

by | Emerging Researchers' Group, NW 1 Professional Learning and Development

When I received the email confirming that I had been awarded an Emerging Researchers’ Conference (ERC) bursary, I became excited and, at the same time, slightly nervous. As a first-year PhD student in Educational Sciences, I was just beginning to look for my footing in the world of academic research. Indeed, the bursary provided me with the opportunity to attend the Emerging Researcher’s Conference (ERC) and the European Conference on Educational Research (ECER) in August 2024 in Nicosia, Cyprus—an experience that would have been out of reach without this support.

Why this experience mattered

Presenting at a major international conference so early in my PhD journey was both empowering and challenging.  I was working intensively on preparing a systematic literature review in order to gain a comprehensive understanding of the existing research in my field. As a result, I delivered my presentation “The Integration of Generative AI in Foreign Language Teacher Education: A Systematic Literature Review” during one of the Emerging Researchers’ sessions. This was my first time presenting my research in such a large and diverse setting. Receiving an abundance of questions made me reflect more deeply on the work I had done and inspired me to make meaningful improvements accordingly.

At the same time, what stood out most was not just the opportunity to speak—but to listen as well. The conference brought together researchers, educators, and professionals from all over Europe and beyond. I had the opportunity to choose freely from a wide range of sessions, where each offered unique insights into different areas of educational research. This diversity introduced me not only to new and unique ideas, but also to different contexts.

Growth beyond the conference room

Moreover, I was able to fully immerse myself in the event. I met fellow PhD students, early-career researchers, and experienced academics. We spoke about everything from research methodology to the emotional highs and lows of academic life.

These conversations—whether in formal sessions or over coffee—helped me reflect on my own research. Some discussions sparked new professional and personal interests, while others helped me realise what I did not want to pursue in my work. This growing sense of clarity was just as valuable as discovering new directions. I left Cyprus with a head full of questions, fresh ideas, and a renewed sense of purpose. I realised that some of the most important learning happens in the spaces between presentations: in informal chats, shared doubts, and collective curiosity.

Reimagining my research focus

Back in Lithuania, I continued the conversations I had started at the conference—with my PhD supervisor, university professors, and peers. One key realisation came into focus: I had spent significant time in Rwanda and Kenya, gaining both personal and professional experience, yet this perspective was not reflected in my research.

Listening to presentations and discussions under the ECER 2024 theme “Education in an Age of Uncertainty: Memory and Hope for the Future” made me reflect on how deeply education is shaped by historical, social, and geopolitical contexts. The theme encouraged me not only to acknowledge the complexities and uncertainties of the present but also to draw from past experiences to imagine more hopeful futures. In this light, I recognised the importance of including my African experience—not just as background, but as a meaningful lens through which to explore and reframe my research. It was a powerful reminder that educational research must remain open to multiple narratives, histories, and hopes – especially in a globalised and interconnected world.

With support from my academic community, I revised my original doctoral topic “Educational–Technology Enhanced Self-Directed Learning in Foreign Language Teacher Education”, which initially focused on how digital tools can enhance self-directed learning within the context of foreign language teacher training. However, with support from my academic community, I reshaped the topic to incorporate a broader and more critical perspective. The revised focus—Self-Directed Learning of Future Lithuanian and Kenyan Foreign Language Teachers in the AI Era—still centers on digital technologies but, at the same time, expands to include a comparative, global dimension. This new direction combines my interest in digital technologies with a deeper and a more global understanding of teacher education.

Indeed, the experience at ERC and ECER, including all the variety of presentations, networking, and critical feedback encouraged me to move beyond a Eurocentric perspective and toward a more comparative, interdisciplinary, and globally relevant dissertation topic.

The real impact of the bursary

The ERC bursary made all of this possible. It was not just some financial support—it was a vote of confidence. It allowed me to:

  • Present and test my ideas in a professional setting
  • Connect with researchers from around the world
  • Discover how international education challenges intersect with my own
  • Gain the courage to rethink and refine my research direction

Why this matters to others

Whether you are a fellow researcher, an educator, or someone interested in how education is changing, these kinds of international experiences are incredibly valuable. They help us build bridges between ideas, cultures, and communities. They show us that education is never one-size-fits-all, and that our work benefits from being shaped by many voices.

Final thoughts

Research can often feel like a solitary path, especially in the early stages. But my experience in Cyprus reminded me that academic work is a shared journey. With the support of initiatives like the ERC bursary, young researchers like me get the chance to become a part of something bigger—to contribute, to learn, and to even be transformed in the process.

Key Messages

  • Receiving an ERC bursary enabled me to attend and present at ERC/ ECER 2024 in Nicosia, Cyprus—an eye-opening international research experience early in my PhD journey.
  • Presenting my first systematic literature review on AI in language teacher education sparked valuable feedback and reflection.
  • Conversations with global researchers reshaped my research focus to include my African experiences and explore self-directed learning in Lithuania and Kenya.
  • The ERC bursary was more than financial support—it was a transformative boost in confidence, connection, and clarity.
Laura Kildė

Laura Kildė

PhD candidate, Vilnius University

Laura Kildė is a university lecturer, book author, and founder of foreign language schools. Her research interests include language education, educational technologies with a focus on generative AI, teacher training, self-directed learning, and postcolonial studies. She has worked internationally in France, Spain, Rwanda, Kenya, the UK, and the USA across various roles in education and research.

ResearchGate: https://www.researchgate.net/profile/Laura–Kilde?ev=hdr_xprf

LinkedIn: https://www.linkedin.com/in/laura-kildė-14826277/

Other blog posts on similar topics:

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.

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.

How can teachers make a difference in climate change education?

How can teachers make a difference in climate change education?

by | NW 30 Environmental and Sustainability Education Research, ESER

Student: Teacher, I want to play with snowballs, but it’s not snowing. My Mom said that it used to snow a lot at this time of year.

Teacher: Your Mom is right. It’s December! We’re used to snow in winter, but we haven’t had any this year.

Student: Why isn’t it snowing now? What’s happening to the seasons?

Teacher: What you’re noticing is climate change. We need to explore it to protect our planet.

The above dialogue illustrates that climate change is no longer a distant concern; it has become a reality we experience firsthand. From unseasonably warm days to extreme weather events, we are becoming more aware of the changes happening around us. Research has confirmed that long-term shifts in temperatures and weather patterns are occurring. The United Nations (2023) reports that the Earth’s average surface temperature is now about 1.2°C warmer than it was before the industrial revolution. It is now well recognized that human activities that increase greenhouse gas levels in the atmosphere contribute to climate change  (World Meteorological Organization, 2024). The human impact on climate change highlights the importance of education as a strategic tool for promoting environmentally responsible behaviors to help mitigate its effects.

 Teachers undoubtedly play a key role in climate change education. While many teachers may think that only science or geography educators can tackle climate change, research reveals that it’s a cross-disciplinary topic that can be woven into every subject (Tibola da Rocha et al., 2020). But how can teachers effectively respond to climate change and create a meaningful impact? In this blog post, we outline the key principles of effective climate change education.

The importance of teacher education programs

Illustrated infographic titled “How can teachers make a difference in climate change education?” with a central question surrounded by ten action points. These include: Develop a green curriculum Focus on mitigation and adaptation Address emotions, values, knowledge, thinking, and skills Tackle misconceptions Invest in teacher education and professional development Empower student action Integrate across subjects Use technology Engage all stakeholders Use active, experiential, reflective learning The design features icons representing each point and is decorated with plants, trees, and a sun to evoke nature and sustainability.

To address climate change effectively, teachers need to embrace evidence-based strategies that target two crucial areas: mitigation and adaptation (Anderson, 2012). To effectively guide students in these areas, however, teachers themselves must first be strongly aware of climate change – the causes, the impacts, and the strategies for both mitigation and adaptation. Given that many teachers struggle with inadequate preparation in both knowledge and practical approaches for engaging their students in addressing the climate crisis (Beach, 2023), teacher education programs and professional development initiatives become essential in bridging this gap. These programs can serve as powerful catalysts, providing educators with the insights, strategies, and confidence they need to tackle climate change. learning.

Greening the curriculum

While teacher education is crucial, so is the effort to green the curriculum. A well-designed curriculum empowers teachers and strengthens their impact on students. According to UNESCO (2024), effective climate change education requires a green curriculum that covers diverse aspects of climate change, integrates relevant local knowledge, and emphasizes learner-centered, experiential, and reflective learning approaches. Equally important is how teachers bring the curriculum to life in the classroom. Teachers who are effectively prepared for climate change education go beyond simply delivering facts; they help students understand climate challenges deeply, reflect on their consequences, and explore ways to contribute to solutions (Stevenson, Nicholls, & Whitehouse, 2017).

Using the bicycle metaphor as a framework to address climate change education

Bicycle model on climate change education: presenting and evaluating a model (Cantell, et al)

 

The bicycle metaphor of Cantell et al. (2020) provides a valuable framework for teachers in shaping their approach to climate change education.

Wheels: the foundational knowledge and thinking skills necessary to address climate issues.

Pedals:  highlight the action-oriented aspect of climate change education, where knowledge is transformed into meaningful change.

Lamp: underscores the importance of emotions and hope for climate change education, reminding teachers to nurture emotional awareness and resilience in their students.

Frame: symbolizes the core values that shape how students understand and engage with climate challenges.

This holistic approach encourages teachers to integrate knowledge, action, emotions, and values into their lessons.

As Bentz (2020) emphasized, it is vital that teachers discover effective ways to engage young people with a topic that often feels abstract, distant, and overwhelmingly complex, while also addressing the feelings of sadness, hopelessness, and anxiety it can evoke. Rousell and Cutter-Mackenzie-Knowles (2020) indicated that didactic approaches to climate change education have proven largely ineffective in influencing students’ attitudes and behaviors. Thus, shifting away from traditional lecture-based teaching toward more interactive and creative methods is essential for meaningful climate change education in schools. Research by Monroe and colleagues (2019) offers valuable insights into strategies that can make climate change education truly impactful. At the heart of these strategies is promoting student reflection and active engagement to understand the causes and consequences of climate change, while also empowering them to explore adaptation and mitigation strategies, and take necessary actions.

4 actionable approaches teachers can use to address climate change education

  1. Foster meaningful discussions: Create opportunities for students to discuss climate-related issues openly, share their perspectives, and learn from one another.
  2. Connect students with scientists: Invite experts into your classroom to help students learn about climate science firsthand and encourage them to ask questions to deepen their understanding.
  3. Tackle misconceptions: Address common misunderstandings about climate change and guide students toward evidence-based knowledge.
  4. Support project-based learning: Encourage students to work on projects that connect classroom learning to real-world issues, whether through school initiatives or community-based efforts.

As part of these approaches, teachers can take advantage of integrating technology into learning. Research shows that technology-enhanced games and simulations can significantly impact awareness about climate change (Creutzig & Kapmeier, 2020). For instance, NASA (2025) has created a website called ClimateKids, which includes games, activities, and videos, making it a valuable resource for teachers.

The importance of collective climate action with and beyond the school community

Finally, it is important to highlight that while teachers’ approach to climate change education matters, their impact can be significantly amplified when other stakeholders such as principals, school staff at all levels, families, and community members are actively involved in the process. This whole-institution approach reinforces the idea of collective climate action and fosters a unified effort toward meaningful change (Hargis et al., 2021). Teachers, aware of the significance of collective action, can take the lead in building partnerships, encouraging collaboration, and creating opportunities for these stakeholders to contribute to climate change education. Drawing on the leadership and guidance inherent in their profession, teachers can empower students to become informed, responsible, and active individuals committed to building a sustainable future.

Key Messages

  • Climate change is an urgent and undeniable reality, with human activities driving rising temperatures and environmental threats.
  • Teachers are in a strategic position to inspire the behaviors needed to mitigate its impacts and promote a more sustainable future. 
  • Climate change education should extend beyond simply presenting facts. Teachers must integrate knowledge, critical thinking, action, emotions, and values to foster meaningful engagement and empower students to actively contribute to climate change solutions.
  • Teachers need to find effective ways to teach climate change, adopting approaches that engage students in meaningful, interactive, and creative ways, rather than relying on traditional lecture-based methods.
  • A whole-institution approach fosters collective climate action, with teachers playing a key role in building partnerships and encouraging collaboration among all stakeholders, including principals, students, families, and community members.

References and further reading

Anderson, A. (2012). Climate change education for mitigation and adaptation. Journal of Education for Sustainable Development, 6(2), 191-206. https://doi.org/10.1177/09734082124751

Beach, R. (2023). Addressing the challenges of preparing teachers to teach about the climate crisis. The Teacher Educator, 58(4), 507-522. https://doi.org/10.1080/08878730.2023.2175401

Bentz, J. (2020). Learning about climate change in, with and through art. Climatic Change,162(3), 1595-1612. https://doi.org/10.1007/s10584-020-02804-4

Cantell, H., Tolppanen, S., Aarnio-Linnanvuori, E., & Lehtonen, A. (2019). Bicycle model on climate change education: Presenting and evaluating a model. Environmental Education Research, 25(5), 717-731. https://doi.org/10.1080/13504622.2019.1570487

Creutzig, F., & Kapmeier, F. (2020). Engage, don’t preach: Active learning triggers climate action. Energy Research & Social Science, 70 (101779), 1-7.  https://doi.org/10.1016/j.erss.2020.101779

Hargis, K., McKenzie, M., & Levert-Chiasson, I. (2021). A whole institution approach to climate change education: Preparing schools to be climate proactive. In R. Iyengar and C. T. Kwauk (Eds), Curriculum and learning for climate action: Toward an SDG 4.7 roadmap for systems change (pp. 43-66). Boston: BRILL. https://doi. org/10.1163/9789004471818   

Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25(6), 791-812. https://doi.org/10.1080/13504622.2017.1360842

NASA. (2025). ClimateKids. https://climatekids.nasa.gov/climate-change/.

Rousell, D., & Cutter-Mackenzie-Knowles, A. (2020). A systematic review of climate change education: Giving children and young people a ‘voice’and a ‘hand’in redressing climate change. Children’s Geographies, 18(2), 191-208. https://doi.org/10.1080/14733285.2019.1614532

Stevenson, R. B., Nicholls, J., & Whitehouse, H. (2017). What is climate change education? Curriculum Perspectives, 37, 67-71. https://doi.org/10.1007/s41297-017-0015-9 

Tibola da Rocha, V., Brandli, L. L., & Kalil, R. M. L. (2020). Climate change education in school: knowledge, behavior and attitude. International Journal of Sustainability in Higher Education, 21(4), 649-670.  https://doi.org/10.1108/IJSHE-11-2019-0341

United Nations. (2023). What Is climate change? https://www.un.org/en/climatechange/what-is-climate-change

UNESCO. (2024). Greening curriculum guidance: Teaching and learning for climate action. https://doi.org/10.54675/AOOZ1758

World Meteorological Organization (2024). State of the climate 2024: Update for COP29.https://library.wmo.int/records/item/69075-state-of-the-climate-2024

Hasret Baş

Hasret Baş

Student, Sinop University, Türkiye

Hasret Baş is a master’s student in the field of Curriculum and Instruction at Sı̇nop University, Türkiye. Her research interests include climate change education and curriculum studies. She is currently writing a thesis on climate change education and also works as a teacher in a public school.

İlknur Özbebek

İlknur Özbebek

Student, Hacettepe University, Türkiye

İlknur Özbebek is a doctoral student in Curriculum and Instruction at Hacettepe University, Türkiye. Her research interests include culture, ethnomathematics, curriculum and instruction. She is currently working as a research assistant at Sinop University.

Dr. Rahime Çobanoğlu

Dr. Rahime Çobanoğlu

Associate Professor of Curriculum and Instruction, Sinop University, Türkiye

Rahime Çobanoğlu is an Associate Professor of Curriculum and Instruction at Sinop University, Türkiye. Her research interests focus on teacher practices, curriculum implementation, and teacher beliefs. She is currently supervising a thesis on climate change education.