Developing an EERA Network Identity – NW 20 through the years

Developing an EERA Network Identity – NW 20 through the years

EERA is celebrating 30 years in 2024, and as part of our anniversary celebrations, we have invited people who have been at the heart of the association to share their memories and reflections. In a series of blog posts, which will run throughout 2024, we will share those precious memories, from the people who helped foster the global EERA community.

In this blog post, Raimonda Brunevičiūtė reflects on the history of Network 20, Research in Innovative Intercultural Learning Environment.

My first experience with EERA and ECER was also my first experience with NW 20 Research in Innovative Intercultural Learning Environment. Back in 2004, NW 20, still in its third year of operation, stood out from other networks with clearly defined research boundaries, and therefore I immediately felt an affinity to it. Today, I would like to reflect on my 20 years of experience as its member and co-convenor.

NW 20 has never limited itself to only one area of education. From the intial two thematic presentation clusters in 2002/3, we have grown to cover over 15, most of them permanent.

NW 20 may have appeared to have no face of its own, but the network’s founders, link convenors John Willumsen, Pavla Polechova, and Manfred Bayer, and later co-convenors Tony Cotton and Maria-Angels Subirats de Bayego, were particularly supportive, encouraging, and committed to conveying to younger co-convenors the network’s innovative and intercultural approach. This was the network’s face – dynamic, constantly renewing, accepting, accumulating, and developing new ideas. Openness strengthened the network’s identity and helped to sustain the network and to compete with the great topic diversity of newly emerging networks.

The turnover of network presenters was not surprising –they moved between NW 20 and other networks, but the majority of them became the network’s permanent members. Some, after having been in other networks, came back – like children who bring back gained knowledge and innovation to their homes. That turnover led to a special introductory ZERO session, unique to NW 20. It was first organized at ECER2010 in Helsinki by John Willumsen and Tony Cotton as an Interactive Workshop for Presenters and Others. Since ECER2011, the Berlin ZERO session has gained a clear direction – “Developing the Network 20 Community”.

In 2014-2015, the founder and long-time link convenor, John Willumsen and the first NW co-convenors left the network. For a long time, only a few of the co-convenors were involved in the network: Christian Quvang, who became a link convenor, Carmen Carmona Rodriguez, and myself, Raimonda Brunevičiūtė, while the rest of the co-convenors were newcomers. Although most members had been in the network for a longer time, the question of the NW 20 identity arose again. In ECER2016 and ECER2017, the ZERO sessions of the Network focused on discussing its future activities. This prompted me to invite my colleagues Christian Quvang, Carmen Carmona Rodriguez, and Nijolė Petronėlė Večkienė to collect material on the network’s activity during 2004-2018, highlighting the features that define its general identity, and to encourage the participants of the ZERO session to reflect and describe the organizational culture of the NW 20. That was to be completed by ECER2019 in Hamburg.

Our investigation was based on the statement that each individual or organization has an aggregate of characteristics that make them recognizable and distinguishable from the others. When defining its identity and signaling it to various groups of society, an organization is creating its corporate image, organizational culture being one of its key elements. According to Handy, all organizational cultures may be classified depending on how the organizational culture is formed, determined, and managed (consciously or not) by organization managers of all levels. According to this classification, there may be four kinds of organizational cultures: power (or club), role, task, and person. The network convenors’ position and functioning are very important in this respect.

Cameron and Quinn proposed a universal model, where all organizational cultures are classified according to two dimensions of criteria: 1) flexibility, discretion, and dynamism versus stability, order, and control and 2) internal orientation, integration, and unity versus external orientation, differentiation, and rivalry. Four types of organizational culture are identified: a) hierarchy-oriented culture; b) market-oriented culture; c) clan-oriented culture; and d) adhocracy-oriented culture. In this respect, the activities of network members inside and outside the network contribute to the creation of its identity.

Hofstede designed a model of cultural dimensions, where organizations are understood as mini-societies with specific cultural and lifestyle structures. A culture is a collective programming of a person’s thinking and an aggregate of commonly accepted values. Hofstede identified five cultural dimensions that may be used to describe and compare individual cultures: Power Distance, Uncertainty Avoidance, Individualism/Collectivism, Masculinity/Femininity, and Long-/Short-Term Orientation. Values form the stable core of the culture.

The first part of the ZERO session focused on the results of a retrospective survey content analysis and a generalized report on the topics (4) and activities of NW 20 during 2004-2018. During the second part, interactive discussion was used to define NW’s identity using the organizational models proposed by Cameron, Handy, and Hofstede.

The outcomes of the discussion on the experience of the previous years have shown that during the ZERO sessions, new members of the network become familiarized with the activity, history, and peculiarity of the NW 20, while its stable members reaffirm their relationship with the network, and all participants together discuss its future activities, preserving the axis of the identity and organizational culture of the NW 20.

As a result of this analysis, “The NW 20 topic tree” (5) was constructed, which is valuable for NW identity in the future. The diversity in the branches of this tree does not destroy or weaken, but rather nourishes and strengthens the trunk of the tree, wherein lie the core values of the network as a community – freedom, self-realization, and equal communication. 

At the conclusion of our research, the main features of NW 20’s identity were identified: the NW community is formed by a variety of people; we pay attention not only to differences or similarities, but what civic and humane values people share each other; we welcome different methodologies in research and practice in different fields of learning environment; the main idea which unites the NW 20 community – wide understanding of innovation and intercultural learning. 

Prof. Dr. Raimonda Brunevičiūtė

Prof. Dr. Raimonda Brunevičiūtė

Retired Professor of Lithuanian University of Health Sciences, Kaunas, Lithuania

Prof. Dr. Raimonda Brunevičiūtė is a retired Professor at the Lithuanian University of Health Sciences, Kaunas, Lithuania. She is a member of the Lithuanian Educational Research Association (LERA) Board and the Lithuanian Classical Association (Societas Classica) Board.

Prof. R. Brunevičiūtė has been a member of EERA NW 20 since 2004 and has been co-convenor of the NW 20 since 2008.

She has  43 years of experience teaching at the University Department of Languages and Education, as well as in secondary school (gymnasium).  Her research interests focus on the history and didactics of teaching international classical origin terminology,  humanitarian fundamentals in professional education, intercultural and interprofessional communication.  

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Developing an EERA Network Identity – NW 20 through the years

As part of our 30th anniversary celebration, Professor Raimonda Brunevičiūtė reflects on her EERA journey, and the development of Network 20, Research in Innovative Intercultural Learning Environment.

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Developing the resilience of first-year students under martial law in Ukraine

Developing the resilience of first-year students under martial law in Ukraine

War traumatises everyone it touches, especially children and young people. The World Health Organisation has noted that at least 10% of people who have experienced traumaticevents as a result of armed conflict have had serious mental health problems (and 10% of them will have behaviours that interfere with their ability to function effectively). The aggravation of the military conflict in Ukraine has made it important to implement the project “Development of Resilience of First-Level Higher Education Students in the Context of the Military Conflict in Ukraine”, which was made possible by the Ukrainian Educational Researchers Association with the support of the European Educational Research Association.

This study was conducted at the Faculty of Special and Inclusive Education of the Dragomanov Ukrainian State University (Kyiv) at the beginning of the academic year 2022-2023. Students had started studying from a distance, not only in different regions of Ukraine, but also in other countries as refugees.

Why focus on first-year students in Ukraine?

In the current realities of Ukraine, first-year students at Ukrainian universities are at risk of deteriorating mental health. Former school leavers had not yet fully adapted to the challenges and restrictions of receiving educational services in the COVID-19 pandemic  [8; 15; 17], and the start of professional training again required a change in lifestyle, way of thinking, attitude towards themselves and others, in accordance with the requirements of the newly developing social situation [6; 9; 10; 11; 14]. And all this was happening against the backdrop of escalating military aggression by the Russian Federation, which was accompanied not only by a risk to life and health, but could also cause mental trauma or damage to basic structures of personality, starting with physiological reactions to stress, and ending with the general picture of the world and self-image [18].

After the first week of studying at the university under martial law, Ukrainian first-year students reported a deterioration in their mental health: symptoms of distress (asthenia, increased anxiety, lowmood, restless sleep, tension) and somatisation (headaches) prevailed. In some cases, this was combined with certain manifestations of anxiety (anxiety/panic attacks, fear of public embarrassment). More than half of the surveyed first-year students associated the deterioration of their mental health with their studies and the situation in Ukraine (52.1% and 66.2%, respectively) [2].

Why focus on resilience?

Adaptation to a difficult life situation, and overcoming and preventing negative consequences, is significantly influenced by the availability of certain personal resources. In this context, it is worth talking about resilience as a systemic element in the structure of a well-being personality, a positive mental state that leads to adequate adaptation in adverse circumstances. At the same time, resilience should be viewed as a resource that allows a person to choose the appropriate type of coping [13].

Resilience as a factor in maintaining mental health under martial law can be defined as an individual’s ability to return to normal functioning and to restore the previous state after a certain period of maladjustment due to stressful experiences[7]. It is also about the individual’s ability to prevent the emergence and exacerbation of psychological problems and dysfunctional disorders by “mitigating” the impact of the socio-psychological consequences of emergencies by actualising their own internal resources[3]. In other words, resilience should be viewed as a continuous, active process of emergence or development of new forces and resources for adaptation and recovery, which has uneven dynamics in the face of new risks [12].

According to the results of the Connor-Davidson Resilience Scale (CD-RISC-10), 38% ofUkrainian first-year students do not have the skills to maintain and support mental health, which is confirmed by their low levels of resilience [5]. Accordingly, these students have a reduced ability to influence a complex or atypical situation, lose their own resources, have difficulties in solving new challenges and issues of life, and have difficulties adapting.[16].

What contributes to preserving and restoring Ukrainian students mental health?

The structure of resilience includes three components:

  • cognitive – represented by such components as openness to experience, tolerance to uncertainty and positive thinking
  • emotional – involves emotional stability, emotional intelligence and extraversion
  • behavioural – search activity, prosocial behaviour [3].

In other words, if a person does not lose the ability to think flexibly in an objectively or subjectively difficult life situation, he or she is more likely to be able to regulate his or her emotional state and prevent a physiological stress response. Given an adequate emotional response, they will seek a constructive solution to the problem, including by seeking social support.

 The level of resilience of Ukrainian first-year students is closely related to the following components:

  • extraversion – orientation towards other people, connections with them, support
  • prosocial behaviour – orientation towards socially useful actions
  • emotional stability – orientation towards emotional self-regulation
  • openness to experience – orientation towards learning new experiences and skills

The level of resilience also depends on the complexity of the problems faced by the student [4].

How to develop first-year students’ mental health under martial law

The innate ability of a person to be more or less resistant to stress should not be underestimated. However, without either a spontaneous (by imitating the stress-resistant response of significant others and identifying with them) or speciallyorganised process of acquiring resilience skills, this may not be enough when the traumatic nature of the situation exceeds the individual’s inborn reserves to withstand its negative impact.

Therefore, a training programme on developing resilience in first-year students was developed to familiarise participants with a set of psychological tools that will help harmonise their self-image, self-concept and attitude to themselves; actualise and activate self-knowledge processes; and form emotional and behavioural self-regulation skills that will strengthen their psychological stability (resilience).

This training programme consists of six modules, each of which contributes to forming and developing important mental health competencies:

  • The ability to communicate, develop relationships with other people, and to seek social support
  • The ability to express their thoughts and feelings, focus their attention, and be empathetic to themselves
  • The ability to identify and build on their value orientations, understand the meaning of their lives
  • Positive thinking skills to strengthen self-confidence and increase their self-esteem
  • The ability to build mutual support and effective cooperation and nurture life-giving relationships
  • The building of skills for effective regulation of energy and emotions [1].

The programme was attended by 18 first-year students. 7 students took part in a one-day offline course, while the remaining 11 students were involved in two online psychological support groups and received training over a six-week period.

After participating in the scheme, 75% of the participants showed positive changes in their resilience, especially among the participants of the online psychological support groups. However, given the small number of students who had an objective opportunity to take the training in the harsh realities of Ukraine, it is worth talking about the need for further testing.

Activities to preserve and restore students’ mental health are ongoing. Elements of the training programme are used in the educational process in such disciplines as Psychological Counselling, Psychological Rehabilitation, Psychological Correction, etc. The training programme is also being actively implemented in the work of the Centre for Psychological Support and Social Adaptation at the Faculty of Special and Inclusive Education of Dragomanov Ukrainian State University.

Key Messages

  • At least 10% of people who experience traumatic events, such as the war in Ukraine have serious mental health problems
  • A project by the Ukrainian Educational Researchers Association and EERA was launched to support Ukrainian first-year students
  • The project focused on first-year students, as they were coping with the after-effects of the COVID-19 pandemic, and the transition from school to professional training
  • Ukrainian students reported a deterioration in their mental health after the first week of studying at the university 
  • The EERA and UERA programme focused on building the resilience of Ukrainian students, to help them cope with the stress of studying during martial law
  • 75% of participants showed positive changes in their resilience after taking part in the programme
  • Futher activities to preserve and restore students’ mental health in Ukraine are ongoing
Dr Hanna Afuzova

Dr Hanna Afuzova

Associate Professor of the Department of Special Psychology and Medicine, Faculty of Special and Inclusive Education, Drahomanov University, Ukraine

Hanna Afuzova holds a PhD in Psychology and is an Associate Professor of the Department of Special Psychology and Medicine, Faculty of Special and Inclusive Education, Ukrainian State Drahomanov University (Kyiv, Ukraine)

https://orcid.org/0000-0001-8112-8943

Researcher ID: HZI-0197-2023

Other blog posts on similar topics:

References and Further Reading

  1. Afuzova, H. (Eds.). (2023). Rozvytok rezylientnosti zdobuvachiv pershoho rivnia vyshchoi osvity v umovakh voiennoho konfliktu na terytorii Ukrainy [Development of resilience of first-level higher education students in the context of military conflict in Ukraine]. Retrieved from URL Методичні рекомендації з розвитку резильєнтності – Google Диск [in Ukrainian].
  2. Afuzova, H. V., Naydonova, G. O., & Krotenko, V. I. (2022). Osoblyvosti psykhichnoho zdorovia pershokursnykiv na etapi adaptatsii do profesiinoho navchannia v umovakh voiennoho stanu [Features of The Mental Health of First-Year Students at the Stage of Adaptation to Professional Education Under Martial Law]. Habitus, 41, 278–273. https://doi.org/10.32782/2663-5208.2022.41.49 [in Ukrainian].
  3. Afuzova, H. , Naydonova, G. O., & Krotenko, V. I. (2023). Rezylientnist yak chynnyk zberezhennia psykhichnoho zdorovia v umovakh voiennoho stanu [Resilience as a factor in maintaining mental health under martial law]. Habitus, 53, 100–104. http://habitus.od.ua/journals/2023/53-2023/16.pdf [in Ukrainian].
  4. Afuzova, H., Krotenko, V., & Naydonova, G. (2023). Rozvytok rezylientnosti pershokursnykiv na etapi adaptatsii do profeisinoho navchannia v umovakh voiennoho stanu [Development of first-year students’ resilience at the stage of adaptation to professional training under martial law], Psykhichne zdorovia v umovakh viiny: shliakhy zberezhennia ta vidnovlennia: zbirnyk materialiv I Vseukrainskoi naukovo-praktychnoi konferentsii (z mizhnarodnoiu uchastiu) [Mental health in the conditions of war: ways of preservation and restoration: collection of materials of the First All-Ukrainian Scientific and Practical Conference (with international participation)]. Kyiv, 5–8. [in Ukrainian].
  5. Afuzova, H., Naydonova, G., & Krotenko, V. (2023). A study of Ukrainian first-year students’ resilience at the stage of adaptation to training and professional activities under martial law. Studies in Comparative Education, (1), 4–13. https://doi.org/10.31499/2306-5532.1.2023.288413

  6. Androsovych, K. A. (2015). Psykholohichni chynnyky sotsialnoi adaptatsii pershokursnykiv v umovakh osvitnoho seredovyshcha profesiino-tekhnichnoho navchalnoho zakladu [Psychological Factors of Social Adaptation of Freshmen in the Educational Environment of a Vocational School]. (Candidate`s thesis). Volodymyr Dahl East Ukrainian National University. Severodonetsk. [in Ukrainian].
  7. Assonov, D., & Khaustova, O. (2019). Rozvytok kontseptsii rezyliiensu v naukovii literaturi protiahom ostannikh rokiv [Development of the concept of resistance in the scientific literature in recent years]. Psykhosomatychna medytsyna ta zahalna praktyka, 4(4), e0404219. https://doi.org/10.26766/pmgp.v4i3-4.219 https://uk.e-medjournal.com/index.php/psp/article/view/219 [in Ukrainian].
  8. Education and COVID-19: challenges and opportunities (2020). Retrieved from URLhttps://en.ccunesco.ca/idealab/education-and-covid-19-challenges-and-opportunities 

  9. Enes, R., & Tahsin, I. (2016). Coping styles, social support, relational self-construal, and resilience in predicting students’ adjustment to university life, educational sciences. Theory and Practice, 16(1), 187– https://doi.org/10.12738/estp.2016.1.0058

  10. Fryer, L. K. (2017). (Latent) transitions to learning at university: A latent profile transition analysis of first-year Japanese students. Higher Education, 73(3), 519– https://doi.org/10.1007/s10734-016-0094-9 
  11. Gonta, I., & Bulgac, A. (2019). The Adaptation of Students to the Academic Environment in University. Revista Romaneasca Pentru Educatie Multidimensionala11(3), 34-44. https://doi.org/10.18662/rrem/137

  12. Grygorenko, Z., & Naydonova, G. (2023). The concept of “resilience”: history of formation and approaches to definition. Public administration and law review, (2), 76–88. https://doi.org/10.36690/2674-5216-2023-2-76-88

  13. Kireieva, Z. O., Odnostalko, O. S., & Biron, B. V. (2020). Psykhometrychnyi analiz adaptovanoi versii shkaly rezylientnosti (CD-RISC-10) [Psychometric Analysis of the Adapted Version of the Resilience Scale (CD-RISC-10)]. Habitus, 14, 110-116. https://doi.org/10.32843/2663- 5208.2020.14.17 [in Ukrainian].
  14. Nelson, K. J., Smith, J. E., & Clarke, J. A. (2012). Enhancing the transition of commencing students into university: an institution-wide approach. Higher Education Research & Development, 31(2), 185-199. https://doi.org/10.1080/07294360.2011.556108
  15. Nestorenko, Т., & Pokusa, Т. (Eds.). (2020). Education during a pandemic crisis: problems and prospects. Opole: The Academy of Management and Administration in Opole.
  16. Odnostalko, O. S. (2020). Resursy stiikosti osobystosti v umovakh skladnykh ta netypovykh sytuatsii zhyttia [Resources of Personality Stability in the Conditions of Difficult and Atypical Situations of Life]. (Candidate`s thesis). Lesya Ukrainka Volyn National University. Lutsk. [in Ukrainian].
  17. Özüdoğru, G. (2021). Problems faced in distance education during Covid-19 Pandemic. Participatory Educational Research, 8(4), 321-333. https://doi.org/10.17275/per.21.92.8.4
  18. Ulko, N. M. (2016). Psykhoeduktsiia yak chynnyk sotsialno-psykholohichnoi reabilitatsii [Psychoeduction as a Factor of Socio-Psychological Rehabilitation], Sotsialno-profesiina mobilnist v umovakh suchasnoi osvity: materialy Mizhnarodnoi naukovo-praktychnoi konferentsii [Social and Professional Mobility in The Conditions of Modern Education: International Conference Proceedings]. Kyiv, р. 16. [in Ukrainian].
  19. World Health Organization. World health report 2001 – Mental health: new understanding, new hope. Geneva: Switzerland; 2001. [Google Scholar]

    Past reflections and future horizons

    Past reflections and future horizons

    EERA is celebrating 30 years in 2024, and as part of our anniversary celebrations, we have invited people who have been at the heart of the association to share their memories and reflections. In a series of blog posts, which will run throughout 2024, we will share those precious memories, from the people who helped foster the global EERA community.

    Professor Venka Simovska, the first link-convenor of Network 8, Health and Wellbeing Education, and co-author of an EERA / Springer publication on wellbeing and schooling, thinks back on her years with EERA, the role of Network 8, and the new phase that EERA is entering.

    As we mark the 30th Anniversary of the European Educational Research Association (EERA), I reflect on the incredible journey since the establishment of Network 8, Health and Wellbeing Education, in 2010. As the first link-convenor of this network in the period 2010-2017, and a member of the convenor group since then, my experience has been both fulfilling and transformative, providing me with unique insights into the role that EERA plays in shaping the landscape of educational research and the community of educational researchers.

    Acknowledging the profound influence of education on the development and wellbeing of children and young people, and recognizing the interconnectedness between education and wellbeing, Network 8 was established to serve as a platform for researchers to engage in examining the complexities, tensions and ambiguities associated with health and wellbeing in schools. Our open and inclusive approach to research acts as a catalyst for collaboration crossing different disciplines and research paradigms, fostering critical examination of various conceptualizations, theoretical framings, and research methodologies related to school-based health and wellbeing.

    I have vivid memories of ECER in Berlin in 2011 where Network 8 had its first slot in the conference agenda. The invigorating atmosphere of that conference has stayed with me throughout the past years and, remarkably, has even intensified in subsequent conferences. Year by year, I have had the pleasure of reconnecting with colleagues from Europe and beyond and creating new connections in this dynamic academic community. Another strong trace in my reflections is ECER in Budapest in 2015, marked by the refugee crisis in Europe, and the sense of solidarity and activism that the EERA community demonstrated. Fast forward to ECER 2021, the landscape shifted dramatically as the conference was held online due to the global COVID-19 pandemic. Despite the physical disconnect, the virtual setting provided a meaningful platform for researchers to stay connected during extraordinary times.

    The following year, in a transition from the purely virtual experience, ECER 2022 was organized as a hybrid format. We were presented with the option to either travel to Yerevan or participate remotely. Carole Faucher, a distinguished member of the convenor group for Network 8, delivered a keynote in Yerevan. Her presentation addressed the global-local dichotomy in knowledge production, a topic that is a central focus of our network’s interests, and a theme we are dedicated to strengthening in the future. Finally, ECER 2023, hosted by the University of Glasgow, emerged as a milestone with a record-breaking number of participants. This resonated not only within Network 8 but across all EERA networks, highlighting the indispensable role of this research community on a global scale. In my view, this record-setting conference, as well as the evolving nature of ECER conferences, from the challenges of the refugee crisis to the adaptability demanded by a global health pandemic, underscores the resilience of the EERA community and its dedication to advancing research in the field of education.

    Furthermore, EERA’s commitment to developing educational research is distinct in its support and nurturing of more than 30 thematic research networks like Network 8. This not only enhances the quality and diversity of educational research but also contributes to the professional development of researchers at various stages of their careers. By prioritizing both established thematic networks and the promotion of emerging scholars, EERA contributes to the vitality, capacity, and quality of educational research in times marked by neoliberal societal tendencies that can be inhospitable to research in humanities and social sciences.

    Through its engagement in ECER, Network 8 has contributed to shaping fresh research agendas and fostering research cooperation. One significant outcome is manifested in the partnership with the Emerald Journal Health Education, resulting in several special issues portraying the state-of-the-art research in the field. One of the most recent collaborative research outcomes is the publication of the book “Wellbeing and Schooling: Cross-Cultural and Cross-Disciplinary Perspectives” in 2022 within the EERA Book Series by Springer. Co-edited by Ros McLellan, Carole Faucher, and myself, and with contributions from about 20 scholars from the network, this book revisits, challenges, and rearticulates taken-for-granted wellbeing conceptualizations, policies, and intervention frameworks.

    As I turn towards the future, reflecting on the challenges Network 8 has confronted and navigated over the years, in the domains of reviewing, publishing, presenting, and debating research—a clear appeal emerges for EERA to strengthen its commitment to explicit acknowledgement and incorporation of diverse ethico-onto-epistemologies in the research presented at ECER and other EERA practices. The historical influence of Eurocentrism, rooted in the dominance of Western perspectives, has shaped the trajectory of academic research, often marginalizing non-European ways of knowing. By embracing a broader spectrum of cultural, social, and indigenous knowledge systems, EERA can not only enhance the quality and relevance of research but also contribute to challenging entrenched power imbalances within academia. This is not just a matter of intellectual diversity; it is a dedication to fostering a truly pluralistic and democratic scholarly landscape.

    Marking three decades of existence, EERA is now entering a new phase characterized by maturity, resilience, accumulated experience, and a strong sense of community. As we celebrate this milestone, I am confident that EERA can be at the forefront of cultivating a research environment where diverse epistemological, ontological, methodological, and ethical perspectives are not only recognized but also celebrated, contributing to knowledges that reflects the richness of our global intellectual heritage. In embracing this transformative shift, collectively we can set the stage for a future where academic discourse is genuinely reflective of our complex, diverse and interconnected world.

    Professor Venka Simovska

    Professor Venka Simovska

    Danish School of Education, Aarhus University, Copenhagen

    Venka Simovska is a Professor in School Development, Learning, and Wellbeing at the Danish School of Education (DPU), Aarhus University, located in Copenhagen, Denmark. Her research interests lie at the intersection of educational theory, psychology, and health and wellbeing promotion in schools.

    Simovska‘s scholarly work is characterized by qualitative and plural research methodologies, embracing interpretive and (post)critical paradigms. She is currently leading a research project funded by the Independent Research Fund Denmark (DFF), titled: “Paradoxes of Learning to be Well: Re-examining the Curriculization of Wellbeing” The project critically examines wellbeing discourses and practices in primary and lower secondary schools in Denmark.

    In addition to her research, Simovska has recently co-edited the book “Wellbeing and Schooling: Cross-Cultural and Cross-Disciplinary Perspectives” alongside Ros McLellan and Carole Faucher. This publication is part of the EERA Book Series – Transdisciplinary Perspectives in Educational Research published by Springer.

    The EERA Office – The view from within the spaceship

    Angelika Wegscheider explains what it is like to steer the ‘spaceship’ of the EERA office, the changes she has seen over the years, and the lessons she’s learned from her time with the organisation.

    A European Space for Educational Research and Dialogue

    Past Secretary General of EERA, Professor Lisbeth Lundahl on the importance of EERA as an open and welcoming space for educational research and discourse.

    20 Years a-going – Reflecting on two decades with EERA

    Past President, Professor Joe O’Hara takes a walk down memory lane to celebrate EERA’s 30th anniversary, and reflects on the developments and achievements of the organisation.

    Twenty years of participating in EERA’s 30 years

    In this blog post, Professor Emeritus of Educational Sciences at Utrecht University in the Netherlands, and previous EERA president, Dr Theo Wubbels reflects on his involvement in EERA over the years, and where the organisation’s future lies.

    My EERA story – from novice doctoral researcher to ERG Link Convenor

    ERG Link Convenor Dr Saneeya Qureshi looks back on her journey, from her first conference, to her professional and personal growth with EERA, and the friendships made along the way.

    Establishing Network 27 – and trends in didactics of learning and teaching over the past decades

    Professor Emeritus Brian Hudson on the establishment and development of Network 27, and the associated trends in didactics of learning and teaching over the past few decades.

    EERA’s unique buzz – and the lessons I’ve learned

    Professor Emeritus Terri Seddon explains why the European Conference on Educational Research became her ‘first-choice’ academic conference, and worth the long-haul flights from her home in Melbourne. 

    Experiences and benefits from collaborating in the international ethnography network

    Four long-term Network 19 members, currently serving as network convenors, share their stories and insights into what the network means to them.

    Developing an EERA Network Identity – NW 20 through the years

    As part of our 30th anniversary celebration, Professor Raimonda Brunevičiūtė reflects on her EERA journey, and the development of Network 20, Research in Innovative Intercultural Learning Environment.

    Growing (with) EERA Network 14

    As part of our 30 years of EERA celebrations, Dr Joana Lúcio reflects on her time as Link Convenor of Network 14, and her professional and personal growth.

    Pleasure, confusion, and friendship – 30 years of EERA

    EERA’s first Secretary General and founding editor of the EERJ, Professor Martin Lawn, looks back at the sometimes rocky road of EERA, the developments into the organisation it is today, and considers where the journey should go next.

    Improving the quality of education – EERA Network 11 through the years

    To celebrate EERA’s 30th anniversary, Dr Gento takes a look at the activities of Network 11 to improve the quality of education, within EERA and in the wider educational research community.

    Serendipity in Action: Being a link convenor for the ERG was a vibrant thread in the vast tapestry of my academic life

    For the 30th anniversary celebrations of EERA, Dr Patricia Fidalgo reflects on her time as Link Convenor of the Emerging Researchers’ Group, and the joy this fulfilling role brought her.

    A Transformative Journey: Nurturing Emerging Researchers at the European Conference for Educational Research.

    In our blog series celebrating 30 years of EERA, Professor Fiona Hallett reflects on the sense of belonging within a supportive community of scholars.

    Silent heroes – Celebrating Peru’s Early Childhood Educators in times of crisis

    Silent heroes – Celebrating Peru’s Early Childhood Educators in times of crisis

    We are counsellors, we are nurses, we are legal helpers, even parish priests, we are multifaceted.

    Maria

    Leader/Teacher, Peruvian public school

    These are the words of a Peruvian public-school early childhood educator/leader, as she described how her role morphed into one of holistic accompaniment, not just to her young students, but to their families as well during the extended period of school closures caused by the COVID-19 pandemic. They highlight one of the many challenges thrust upon a previously maligned and disenfranchised workforce in a moment of crisis, but much more than this, they offer us a glimpse into the lives of early childhood education(ECE) stakeholders in Peru during this period. 

    The Peruvian Context

    Life in Peru was severely impacted by the COVID-19 pandemic and the subsequent social distancing requirements, which meant that education institutions were closed to in-person teaching for more than 18 months. Educational outcomes, whilst seeing an upward trend in the years leading up to the pandemic in terms of PISA scores, were still below the OECD average (OECD, 2018). The system was still considered to be struggling in terms of providing equal access to quality teaching and learning experiences as ‘poor, rural, indigenous girls are 91% more likely to be left behind in quality education than their wealthier, urban, non-indigenous peers’ (Alcázar et al., 2020, p12).

    Public school teachers are historically perceived as having low prestige and relatively low pay in comparison to other professions (Saavedra & Gutierrez,2020), a significant contextual consideration when we ponder the critical role they not only played in ensuring educational opportunities for children, but also in support and guidance for families.

    The challenges faced by early childhood educators

    Within this complex context, initial findings from my multiple case study doctorate research project, where semi-structured interviews were conducted with parents, leaders and teachers at four early childhood settings, suggest that early childhood educators across private, public, rural, and urban areas faced several significant challenges. These included increased workload burdens, adaptation to the use of technology, their own emotional well-being, connecting in meaningful ways with children, and dealing with the day-to-day uncertainty. And from the outset of the strict social distancing measures put in place, they were bombarded with the demands of work.

    If, for example, they did not have their child’s next call scheduled, or they didn’t know the questions to ask them, or they had a problem sending their evidence, there would be messages at midnight or at one in the morning… even at four in the morning, the phone rang. It didn’t matter if it was Friday, Saturday, or Sunday, the same. 

    Catalina

    Teacher, Peruvian public school

    Significantly, access to high-quality internet and devices in Peruvian homes is limited, so online lessons were not an option for many families. Instead, they relied on sending and receiving messages, usually via WhatsApp or SMS texts, which resulted in early childhood educators being the first point of call for parents, reframing their role in society.
    And our role was more emotional accompaniment for the families, not only with children, with families too
    Almudena

    Teacher, Peruvian public school

    If educators were able to connect virtually with children, they were faced with the challenges of adapting their pedagogical approach to foster relationships and engage young children through screens. A task that was initially faced by just the educators working in the private sector but soon by many in the public sector too.

    It has been a very difficult time. For me, as a professional, no? Because in spite of having made every effort to bond with my students, it’s a dehumanising process, you are in front of a computer and have no contact with them.

    Rosario

    Teacher, Peruvian private school

    Implications and conclusions

    This blog post, rather than endlessly listing the challenging circumstances faced by early childhood educators in Peru during the pandemic, seeks to draw attention to their resilience and achievements, providing a voice to those often overlooked in vulnerable communities.

    Resilience in educators was evident in the mere fact that ECE was able to be adapted and continued regardless of the extreme and unprecedented challenges faced. However, as Gu (2014) states, resilience in educators is not merely coping in the face of adversity; it encompasses a moral and vocational-like commitment to make a difference and support learning. Critical to this dedication was their ability to develop positive interactions with parents and foster supportive relationships with peers, as they shared online teaching practices and provided emotional accompaniment. These coping strategies are underpinned by collaboration, which was key in bringing the ECE community together, and ensuring the best outcomes for children.

    This has significant implications for the future as the relationships forged between parents and teachers, alongside the new professional and personal skills developed by teachers, can be vital in addressing learning gaps and bridging inequalities. In highlighting these issues, there is the potential for the profession’s low prestige in Peruvian society to be changed or at least challenged.

    Key Messages

    • Celebrating the efforts and dedication of early childhood educators during the pandemic provides a voice to those often overlooked in vulnerable communities
    • Resilience in educators includes a moral and vocational-like commitment to make a difference and support learning
    • The development of positive interactions with parents was critical, as was the fostering of supportive relationships with peers
    • The relationships forged, and the professional and personal skills developed by teachers during the pandemic, can be vital in addressing learing gaps and bridging inequalities.
    Tom Chalmers

    Tom Chalmers

    PhD Student at the University of Greenwich, UK

    Tom Chambers is an early career researcher studying a part-time PhD at the University of Greenwich, London. His research is focused on exploring the impact of the pandemic on the key stakeholders associated with early childhood education (ECE) in Peru. The research will not only have implications for educational policy and practice but also highlight the inequalities in accessing high-quality ECE in countries in the Global South.

    He has recently completed a two-year period of part-time volunteer work as a desk researcher with La Fundación Baltazar y Nicolás, a Peruvian NGO involved with supporting parents of young children in Peru. Tom is an experienced early years/primary educator and holds a Master’s in Education also from the University of Greenwich

    Twitter/X: @TomChambers1984 LinkedIn: www.linkedin.com/in/tom-chambers1984 ORCID: 0009-0000-4439-9592

    Other blog posts on similar topics:

    References and Further Reading

    Alcázar, L., Bullard, M., &Balarin, M. (2020). Poor education and precarious jobs in Peru: Understanding who is left behind and why. Southern Voice, 64. https://southernvoice.org/wp-content/uploads/2020/08/Education-Jobs-Peru-Alcazar-Bullard-and-Ballarin-2020.pdf

    Gu, Q. (2014). The role of relational resilience in teachers career-long commitment and effectiveness. Teachers and Teaching: Theory and Practice, 20(5), 502–529. https://doi.org/10.1080/13540602.2014.937961

    OECD. (2018). Programme For International Student Assessment (PISA) Results From PISA 2018. In OECD COUNTRY NOTE. https://www.oecd.org/pisa/publications/PISA2018_CN_PER.pdf

    Saavedra, J., & Gutierrez, M. (2020). Peru: A Wholesale Reform Fueled by an Obsession with Learning and Equity. In F. M. Reimers (Ed.), Audacious Education Purposes: How Governments Transform the Goals of Education Systems. Springer.

    Peru: A Wholesale Reform Fueled by an Obsession with Learning and Equity | SpringerLink

    Growing (with) EERA Network 14

    Growing (with) EERA Network 14

    EERA is celebrating 30 years in 2024, and as part of our anniversary celebrations, we have invited people who have been at the heart of the association to share their memories and reflections. In a series of blog posts, which will run throughout 2024, we will share those precious memories, from the people who helped foster the global EERA community.

    Joana Lúcio, former Link Convenor of Network 14, reflects on her time with EERA, and how the growth of the network went hand in hand with her professional and personal growth. 

    I attended my first ECER in 2010, during the second year of my doctorate. I presented two papers – one pertaining to my PhD and another related to a smaller group research project I was involved in at the time – both within Network 14, and in the context of a session chaired by then-Link Convenor Rune Kvalsund. Rune was (and has been) a very generous and engaging chairperson, and kindly invited me to attend the Network meeting the following day. I remember feeling very welcome and “at home” within that plural and international group of researchers. I was immediately keen to engage with the Network to the best of my ability. At the end of the following year’s conference, in Berlin, Rune and Linda Hargreaves (another one of NW14’s longest-serving convenors, and former Link Convenor) inquired about my availability to take over the role of Link Convenor in 2012, when Rune planned to step down. I was in equal parts thrilled and terrified by that invitation and the inherent responsibility. The following year, shadowing Rune Kvalsund and learning the ropes of EERA and ECER – while also completing my PhD – was one of much professional, academic and personal growth.

    Network 14 thankfully experienced exponential growth during my tenure as Link Convenor (2012-2015). We grew from a group of 5-6 reviewers assessing 20-30 submissions a year, to a team of over 18 reviewers going through over 90 submissions annually, while also promoting collaborations (joint calls or sessions) with other networks. It was one of the most hectic, exciting, enriching and unforgettable experiences of my life!

    Stepping down as Link Convenor after three years was an organic process, as it was in line with what previous Link Convenors had done. Nevertheless, I remained as connected with the Network as before. In 2015, I co-edited a special issue of the European Educational Research Journal with John I’Anson (Network 25), featuring contributions from a joint two-part symposium that took place at ECER 2013 (Istanbul). For ECER2015 (Budapest), I co-authored NW 14’s special call for papers. Later, I co-edited a special issue of the Australian and International Journal of Rural Educating, featuring contributions resulting from a special call for ECER 2016. I have remained a convenor (reviewing and moderating) and a participant in Network 14’s activities, both before, during, and in the aftermath of ECER.

    Between special calls for papers, handbooks, edited journal issues, seasonal schools, etc., Network 14 has remained one of the most prolific, while also one of the longest-established networks within EERA.

    In recent years, the number of submissions received annually by Network 14 has stabilized at around 60-70. Our convenor team continues to evolve, welcoming new collaborators whenever (or wherever, topic-wise) necessary. This is a testament to how the Network continues to foster young and less-experienced researchers, as it did for me fourteen years ago. It is just as much a testament to how the issues of schooling, communities and families remain pertinent within educational research. Finally, it is a clear indication that evidence-based research (in fields such as rural/urban schooling, place-conscious education, educational trajectories and transitions, school-family-community links, parental and familial involvement in schools, etc.) is, and should be, at the forefront of European and international agendas.

    The EERA Office – The view from within the spaceship

    Angelika Wegscheider explains what it is like to steer the ‘spaceship’ of the EERA office, the changes she has seen over the years, and the lessons she’s learned from her time with the organisation.

    A European Space for Educational Research and Dialogue

    Past Secretary General of EERA, Professor Lisbeth Lundahl on the importance of EERA as an open and welcoming space for educational research and discourse.

    20 Years a-going – Reflecting on two decades with EERA

    Past President, Professor Joe O’Hara takes a walk down memory lane to celebrate EERA’s 30th anniversary, and reflects on the developments and achievements of the organisation.

    Twenty years of participating in EERA’s 30 years

    In this blog post, Professor Emeritus of Educational Sciences at Utrecht University in the Netherlands, and previous EERA president, Dr Theo Wubbels reflects on his involvement in EERA over the years, and where the organisation’s future lies.

    My EERA story – from novice doctoral researcher to ERG Link Convenor

    ERG Link Convenor Dr Saneeya Qureshi looks back on her journey, from her first conference, to her professional and personal growth with EERA, and the friendships made along the way.

    Establishing Network 27 – and trends in didactics of learning and teaching over the past decades

    Professor Emeritus Brian Hudson on the establishment and development of Network 27, and the associated trends in didactics of learning and teaching over the past few decades.

    EERA’s unique buzz – and the lessons I’ve learned

    Professor Emeritus Terri Seddon explains why the European Conference on Educational Research became her ‘first-choice’ academic conference, and worth the long-haul flights from her home in Melbourne. 

    Experiences and benefits from collaborating in the international ethnography network

    Four long-term Network 19 members, currently serving as network convenors, share their stories and insights into what the network means to them.

    Developing an EERA Network Identity – NW 20 through the years

    As part of our 30th anniversary celebration, Professor Raimonda Brunevičiūtė reflects on her EERA journey, and the development of Network 20, Research in Innovative Intercultural Learning Environment.

    Growing (with) EERA Network 14

    As part of our 30 years of EERA celebrations, Dr Joana Lúcio reflects on her time as Link Convenor of Network 14, and her professional and personal growth.

    Pleasure, confusion, and friendship – 30 years of EERA

    EERA’s first Secretary General and founding editor of the EERJ, Professor Martin Lawn, looks back at the sometimes rocky road of EERA, the developments into the organisation it is today, and considers where the journey should go next.

    Improving the quality of education – EERA Network 11 through the years

    To celebrate EERA’s 30th anniversary, Dr Gento takes a look at the activities of Network 11 to improve the quality of education, within EERA and in the wider educational research community.

    Serendipity in Action: Being a link convenor for the ERG was a vibrant thread in the vast tapestry of my academic life

    For the 30th anniversary celebrations of EERA, Dr Patricia Fidalgo reflects on her time as Link Convenor of the Emerging Researchers’ Group, and the joy this fulfilling role brought her.

    A Transformative Journey: Nurturing Emerging Researchers at the European Conference for Educational Research.

    In our blog series celebrating 30 years of EERA, Professor Fiona Hallett reflects on the sense of belonging within a supportive community of scholars.

    Dr Joana Lúcio

    Dr Joana Lúcio

    Dr. Joana Lúcio (PhD) holds a Doctorate in Education Sciences by the University of Porto (PT), with a thesis focused on the Educating Cities movement, through the lens of social and educational mediation. She has conducted and/or been a part of several research-intervention projects in the field of Local Development, with a particular interest on non-formal and informal educational processes, and the roles of citizens’ associations, local government and SMEs.

    In 2018, she finished a post-doc in Sociology of Education, at the Institute of Education of the University of Minho, Braga (PT). She is currently a researcher at CIEd – Research Centre in Education, University of Minho, Braga (PT) and a convenor for Network 14. Communities, families, and schooling in Educational Research, at the EERA.

    Hope and Community – A community of practitioners for social change

    Hope and Community – A community of practitioners for social change

    Thriving communities of practice necessitate cultivating and adopting a shared repertoire of communal resources, such as stories, tools, and symbols, that encapsulate the collective knowledge of the community. Essentially, the community shares practices – approaches and tools collectively embraced by its members.

    In pursuing their interest in their domain, it is important to provide members with the opportunity to engage in joint activities and discussions, help each other, and share information (Wenger-Trayner & Wenger-Trayner, 2015). Through offering and receiving help, we gain awareness of the richness of the community and build an expectation that we can contribute to others and that others reciprocate in some way. As Wenger (2000, p. 241) notes, “Identity needs a place where a person can experience knowing as a form of social competence.”

    Could summer schools, workshops, and training sessions be this place for early career researchers to shape their identities as researchers?

    To find out, the EERA summer school was organised at the Faculty of Philosophy, University in Belgrade, with the support of UNICEF Serbia. Under the title “Inclusive Approaches To Educational Research,” more than 30 early career researchers from over 20 countries gathered from July 12th to 14th, 2023, to explore and embody progressive and just methodologies in the field of education.

    Inspired by the World as Classroom (bell hooks, 1994), we swayed from classrooms at the Faculty of Philosophy and the Institute for Philosophy and Social Theory, along the Sava Quay, through the socialist heritage of New Belgrade blocks, to the school courtyard in Ledineneighbourhood on the outskirts of Belgrade.

    Our goal was not only to raise pivotal questions that shape our understanding of research but also to foster a close-knit community of early career researchers. We’re all passionate about finding answers that can make educational research more inclusive. As Tijana aptly describes, it guided us from isolation to a sense of belonging.

    From ‘isolation’ to ‘belonging’

    The EERA Summer School brought together a young group of researchers from diverse educational backgrounds. Despite the differences in our research topics, we all shared some common challenges, from finding the appropriate literature, writing, and conducting research to publishing. During our workshops, we agreed that creating a support group of peer young researchers in the field of education would help us overcome the various challenges, just as the Summer School provided us with the space to discuss them and share valuable advice. Moving from the position of an isolated researcher to a community of like-minded people helps us broaden our perspective and spark new ideas.

    Tijana Gasi

    University of Belgrade, Serbia

    Using dialogue, walks, presentations, discussions, mental mapping, reflective logs, artistic expressions, and many other techniques, participants formed a community of learners, together with the organising team of tutors, lecturers, and volunteers. There was a heatwave this summer in Belgrade, but there was also a genuine need among us to merge academic with reallife knowledge from the ground and from the local communities. Together we asked:

     What constitutes meaningful research? How can we create research methodologies that align with our shared values? What is the relationship between change and hope? Where do we find spaces of freedom, and where are the sources of marginalisation?

    For many of us, participating in a summer school was something completely new, so we were even more surprised by how quickly we became an accepting and supportive community:

    “As for me, I haven’t experienced such a strong sense of belonging to engaged and thoughtful people for years. Our shared engagement for the process of inclusion in education and society led to an almost tangible synergy manifested in mutual inspiration, cooperation, and enthusiasm we kept and took back home. The EERA Summer School provided me with a Socratic sense of how little I know about participatory research and how much I still have to learn. I felt the need to recognize and appreciate the diversity, perspective, and competence of children or minority groups at our concern. And I was confronted with some new ethical issues; now I feel committed to address them honestly whenever they arise.” 

    Jana Pleskotová

    Jan Evangelista Purkyně University in Ústí nad Labem, Czech Republic

    The keynote speakers inspired our discussions, developing our critical awareness of our participation in the summer school, as well as the participation of others in research, education settings and local communities. We experienced how participatory, caring workshop spaces can facilitate transdisciplinary collaboration and hopeful horizons for research.

    Collaboration, community, and change

    …through discussions, keynote presentations, and workshops, I learned about new research methods and began to consider how I could incorporate them into my study. Often, our approach to the world and to research is prescribed; we repeat the same patterns that are present in our nearest environment. As researchers, we need to learn new ways to be present in the world; we should try to do things differently, to evolve. This kind of opportunity helps us find partners who have the skills we lack so that we can become agents of change in our own communities.

    Gamze Uçak Ersizer

    Boğaziçi University, Turkey

    A patchwork of experiences

    In the realm of education, the term “professional learning community” has frequently been employed to denote any conceivable alliance of individuals sharing a common interest in education with a specific focus on the learning process rather than mere practice, as noted by DuFour (2004). However, the question that arises is: How do we truly transform into a community? Addressing this question involves drawing upon Wegner’s (1998) notion of learning as a social and situated process, predominantly derived from our engagements in various communities of practice.

    Putting theory into practice

    Part of our programme involved visiting local neighbourhoods. In one, New Belgrade blocks, our guide described the dynamic histories of the local area, and brought their research about critical utopianism to life, by intertwining personal memories with the architectural landscape. We visited the apartment blocks, designed to look like sails amongst the urban sea of Belgrade. We discussed transformations of these spaces, from shared spaces inherited during socialism (terraces, laundry rooms, spaces for leisure and relaxation), to illegal privatisations during the 1990s aimed at shrinking common good, to reconquesting it, and reimagining it today.  

    The other visit was to the local community Ledine, where the collective Škograd/Schoolcity has been working since 2016. Part of their efforts have involved trying to overturn the segregation trend taking hold in the local primary school, where there is harsh marginalisation of Roma and other minorities, and mitigating the effects of poverty, under-education and violence.

    Moving around to move to

    Walking through Belgrade’s scorching streets led to a profound reflection on the “community of learners” and the “community of practice.” The former involved sharing ideas and experiences, often failing to translate them into action in our contexts. The latter, “community of practice,” emphasised hands-on learning and collaboration, celebrating diversity as a strength. It highlighted the power of collaboration to turn inspiration into action, promoting change in our communities.

    Bojana Milosavljević

    University of Belgrade, Serbia

    “It is imperative that we maintain hope even when the harshness of reality may suggest the opposite”.

    Paulo Freire (1996)

    In Ledine, a neighborhood in Belgrade, the sign on a trash can says, “I dream”.

    Ledine, a neighborhood in Belgrade, the sign on a trash bin says, “I dream”

    At Škograd, we could see tangible collaborations between researchers, children, and families. The artwork, games, and gardening, alongside the use of spaces, inspired us to question how we can promote inclusive community spaces and build meaningful collaborations with the local communities. As one participant said:

    It was a completely new experience to deeply explore how the research is connected with the local community and expresses the hope visually. Witnessing the hope emanating from the pupils’ artworks in the “Imagine a Dream Path” project was truly inspiring. These remarkable pieces vividly demonstrate how the researcher’s involvement has ignited the children’s creativity.

    Yupei Wei

    University of Edinburgh, Scotland

    Engaging in an open dialogue about the research journey, we witnessed and felt the joys and the challenges of participation, and recalibrated around the importance of researching with communities for social justice. This visit was an illuminating opportunity to engage with the local community, to attentively absorb their narratives, and to experience the intimate and respectful collaboration between researchers, children, and families.

    I discovered more about different countries and contexts, where ‘Inclusion’ and inclusive practices were influenced by a range of legislation changes, socio-cultural factors, and how they can be implemented in various ways. Despite these differences, the summer school highlighted the ways in which our field of education connects us all. It was clear that we had a strong pursuit for social justice, and an intense curiosity for community-based learning. We came away with a sense of purpose in our field. I felt empowered, inspired and rejuvenated as the time during the summer school connected us as one community of researchers across the world.

    Katherine Gulliver

    Plymouth Institute of Education, Plymouth University, United Kingdom

    Overall, the EERA Summer School was an embodied learning experience that is difficult to summarise. We carry this experiential learning forward in our souls and our actions, nourished by connecting, and empowered to embed participatory and inclusive approaches in our own research practice.

    How the community can shape us, and how do we shape the community

    Throughout Summer School, the emphasis on values was strong. The shared values of curiosity, collaboration, and respect guided our interactions and discussions. This commitment to values created an environment where learning was not just about acquiring knowledge but also about personal growth and ethical engagement…

    The EERA Summer School was not just a one-time event; it was a catalyst for a habit of continuous lifelong learning. The knowledge transfer during those days in Belgrade planted seeds that continue to grow. We left with a renewed commitment to education and a network of colleagues and friends dedicated to making a positive impact. We came as individuals and became a Community of Learners, intending to become a Community of Practitioners for Social Change.

    Adna Sokolović

    COI Step by Step, Sarajevo, Bosnia and Herzegovina

    Conclusion and final reflections

    Image: Ledine, neighborhood in Belgrade, “Vlada Obradović Kameni” school courtyard, open classroom codesigned with children

    The process of evolving into a community of practice or community of practitioners, as outlined by Wenger (1998), revolves around shared interests of personal or professional significance. Our community, rooted in a collective perspective on education, perceives it as a vital social practice and research in education as a catalyst for transformative change capable of recalibrating power dynamics.

    The shared values among us have cultivated a common purpose– the pursuit of social change. Bojana encapsulated this sentiment by stating that the summer school highlighted the power of collaboration to turn inspiration into action – resulting in change in our communities.

    Key Messages

    • Often, our approach to the world and to research is predetermined; we often replicate the same patterns found in our immediate surroundings. Therefore, you need to move around to move from.
    • Despite the differences in our research topics, we all encountered common challenges, ranging from finding suitable literature and conducting research to the process of publication.
    • Our community influences us, and in turn, we contribute to shaping the community.
    • We observed firsthand how participatory, supportive workshop environments can foster transdisciplinary collaboration and inspire optimistic research prospects.
    • Researchers and research have the potential to instigate change, or at the very least, offer hope for the possibility of change.

    Authors

     *We choose a circular representation of authorship in order to display different, but equally valuable contributions each of us made in writing this blog. Our affiliations are:

    Adna Sokolović, COI Step by Step, Sarajevo, Bosnia and Herzegovina

    Bojana Milosavljević, University of Belgrade, Serbia

    Gamze Uçak Ersizer, Boğaziçi University, Turkey

    Jana Pleskotová, Jan Evangelista Purkyně University in Ústí nad Labem, Czech Republic

    Jelena Joksimović, Škograd, Serbia; Faculty of Education, Jagodina, University of Kragujevac

    Julia Dobson, Institute of Education, University College London, United Kingdom

    Katherine Gulliver, Plymouth Institute of Education, Plymouth University, United Kingdom

    Tijana Gaši, University of Belgrade, Serbia

    Yupei Wei, University of Edinburgh, Scotland

    Olja Jovanović, University of Belgrade, Serbia

    Other blog posts on similar topics:

    References and Further Reading

    Add your list of references here. Use [1], [2], [3]… to mark where they are used in the text above.

    The ERIKA Project to explore Ukrainian scholars’ digital mastery

    The ERIKA Project to explore Ukrainian scholars’ digital mastery

    In the ever-evolving landscape of academia, the intersection of the digital realm with traditional research methodologies underscores the pressing need for scholars to embrace evolving competencies. This blog post navigates the digital horizon, emphasizing the imperative integration of open science principles, data literacy, and research competencies for researchers to thrive in the dynamic academic ecosystem. Focusing on the insights gleaned from the 2022-2023Enhancing Empirical Academic Research in Ukraine (ERIKA) project, this exploration sheds light on a critical digital skills gap among Ukrainian academics.

    The need for digital competency among researchers

    As society transitions into an era where data shapes an intangible reality, the transformative role of science and innovation becomes evident (Lagoudakis et al., 2022; Tavares et al., 2022). Acknowledging that the very entities driving digital transformations must undergo significant changes (Ayris et al., 2018; European Commission, 2020a, 2020b), the expert community underscores the core competencies of a modern “Digital Scholar,” including Open Science practices, adherence to FAIR principles, and proficiency in data management (Van Petegem et al., 2021; Weller, 2018).

    International studies further reveal a global lack of digital competencies among researchers, emphasizing the need for enhanced professional training programs and continuous education to meet the demands of the digital age (Cabero-Almenara et al., 2021; Dias-Trindade & Albuquerque, 2022; EU DGRI, 2017, 2020; Suyo-Vega et al., 2022; EU DGRI & EOSC EB, 2021).

    Regrettably, the situation in Ukraine mirrors this global trend. Compared to many other countries, comprehensive studies assessing the digital competencies of researchers in Ukraine are notably limited (Hladchenko et al., 2018; Hladchenko, 2022). The absence of such research poses a significant challenge, as it inhibits our ability to identify specific areas of weakness and design targeted interventions to uplift the digital skills of Ukrainian academics.

    The ERIKA project

    The ERIKA project, conducted in 2023, provides a noteworthy snapshot of the digital competencies among Ukrainian scholars. This initiative, supported by the Ukrainian Educational Research Association and the European Educational Research Association, aimed to enhance empirical academic research capabilities in Ukraine.

    The ERIKA project engaged over 50 participants from 13 Ukrainian regions, representing 29 higher education institutions. The participants, ranging from senior lecturers to professors, covered diverse disciplines and career levels, providing a comprehensive view of the academic landscape.

     The training sessions, held in March and October 2023, facilitated in-depth discussions and insights into the digital competencies of Ukrainian academics. The multifaceted and nuanced responses of participants shed light on the challenges and opportunities within the country’s academic community.

    The competency gap revealed by the ERIKA survey

    It was found that 80% of surveyed respondents demonstrated only superficial awareness of open science principles. A further 40% needed to be made aware of the FAIR guidelines, underlining the urgent need for initiatives that promote open science literacy.

    In a world dominated by vast datasets and interconnected information, only 19% of Ukrainian academics exhibited proficiency in working with common data file formats like CSV and JSON. The need for more understanding regarding metadata, reported by 71% of respondents, raises concerns about the effectiveness of data-sharing practices.

    A significant gap exists in the awareness of available national open data resources, hindering the potential for impactful research studies that utilise real-world data. This knowledge gap is detrimental to the nation’s academic community, limiting their ability to engage in cutting-edge research.

    The survey uncovered deficiencies in basic research skills, such as crafting focused search queries, applying Boolean operators, and locating relevant datasets. These fundamental skills are the building blocks of impactful, evidence-based research.

    While most respondents demonstrated awareness of the risks associated with predatory publishing, only 15% could independently assign Digital Object Identifiers (DOIs) to enhance the discoverability of their research outputs. This finding is concerning, especially considering the increasing requirement for DOIs in academic publishing after 2022 (due to National regulations).

    The survey revealed a need for more utilisation of reference management tools, with 63% of respondents admitting to never using platforms like Zotero, Mendeley, and EndNote. Additionally, 71% had minimal legal and ethical understanding regarding use of personal data in research studies.

     Encouragingly, despite these challenges, nearly half of the surveyed researchers who had yet to gain prior grant application experience expressed eagerness to build expertise in this area. This enthusiasm bodes well for the future, as acquiring grant-writing skills opens avenues for accessing national and international funding opportunities.

    The development of a training program on data skills for academics

    The ERIKA project highlights the pressing need for tailored programs to build digital competencies among Ukrainian academics. Bridging the identified gaps in open science, data handling, and research fundamentals is crucial to unlocking the nation’s scientific potential and integrating it into the global and European research ecosystem. In this context, the importance and urgency of creating well-designed professional training programs at educational institutions is evident, and a more centralized approach under the Ministry of Education and Science Leadership could be the best choice.

    The “ERIKA” case is a successful example of a professional training program. The final assessment results demonstrated that the topics proposed in the “ERIKA” course (Koblianska & Kostetska, 2023), their content, and the training organization help address the outlined problems and improve researchers’ competencies.

     The project entails developing and teaching an integrated educational course with two modules:

    1) “Data Collection for Academic Research” (3 ECTS)

    2) “Academic Research in EU Countries: Institutional, Organizational and Motivational Dimensions” (3 ECTS)

    The first module covers open science principles and its role in modern research; data collection, analysis, and management in academic research, including legal and ethical components; skills for finding scientific information and formulating search queries; and practical data work aspects.

    The second module examines organizing academic research in EU countries, particularly the scientific personnel training system, graduate and doctoral program structures, establishing academic communication, publishing research results, review procedures, and motivational factors affecting researcher productivity. The “ERIKA” experience could be scalable.

    Conclusion

    As we navigate the increasingly digital and data-intensive academic world, sustained monitoring and responsive training programs are pivotal for ensuring researchers’ success in Ukraine. The collaboration between the Ukrainian Educational Research Association and the European Educational Research Association exemplifies the importance of such initiatives in enhancing research capabilities and quality. By addressing the digital skills gap, Ukraine can position itself as a formidable force in the global academic arena, contributing substantively to advancing knowledge and innovation. Bridging the digital divide is not just a necessity; it is a pathway to unlocking the full potential of Ukrainian scholarship on the world stage.

    The post image was generated via Dream Studio AI

    Key Messages

    • Digital Competency Urgency. In the evolving landscape of academia, there is a pressing need for scholars to embrace evolving digital competencies, emphasizing the integral role of skills like open science principles and data literacy.
    • Global Digital Competency Trends. International studies reveal a pervasive lack of digital competencies among researchers globally, sparking discussions on the necessity of enhanced professional training programs and continuous education.
    • Ukraine’s Digital Skills Gap. We shed light on the concerning trend in Ukraine, mirroring the global situation, where comprehensive studies assessing the digital competencies of researchers are notably limited, posing a significant challenge.
    • ERIKA Project Results. The ERIKA project in 2023 provides a snapshot of digital competencies among Ukrainian scholars, engaging participants from diverse disciplines and career levels, offering insights into challenges and opportunities within the academic community.
    • Survey Insights and Concerns. Surprising survey findings indicate gaps in open science principles awareness, proficiency in working with data file formats, and deficiencies in basic research skills, emphasizing the need for tailored programs.
    • Call to Action. The need for tailored programs to bridge identified gaps in open science, data handling, and research fundamentals, is urgent, positioning Ukraine as a formidable force in the global academic arena.
    Dr Inna Koblianska

    Dr Inna Koblianska

    Associate Professor of the Department of Economics, Entrepreneurship, and Business Administration of Sumy State University

    Dr Koblianska is an Associate Professor of the Department of Economics, Entrepreneurship, and Business Administration of Sumy State University. Her scientific interests include sustainable development, regional development, spatial economy, and logistics management. She is the laureate of the award of the President of Ukraine for young scientists (2019).

    She is ERIKA Project Executor, responsible for the development and teaching of the Data Collection for Academic Research module.

    Internship: Sustainable Farming Assessment (2017, Bern University of Applied Sciences); School of Agricultural Economics (IAMO, Halle (Saale), 2019); Educational training session on data collection (Statistics Germany and University of Applied Sciences Weinstein-Triesdorf, 2019); DAAD projects (University of Applied Sciences Weienstefan-Triesdorf, 2018-2022); Applied econometric analysis using R (German-Ukrainian Agricultural Policy Dialogue and IAMO, 2021).

    She is the author of numerous scientific works.

    https://orcid.org/0000-0002-7844-9786 https://econ.biem.sumdu.edu.ua/en/inna-koblianska

    Dr Iryna Kostetska

    Dr Iryna Kostetska

    Senior Lecturer, Department of Economic Theory, Management and Marketing, National University of Ostroh Academy

    Dr Kostetska is a Senior Lecturer at the Department of Economic Theory, Management and Marketing, National University of Ostroh Academy. Her scientific interests include business planning in agricultural enterprises and strategic planning of the development of rural areas.

    She is ERIKA’s project manager, responsible for the development and teaching of the educational module Academic research in EU: institutional, organizational and motivational dimensions.

    Internship under the programs of the French Agricultural Institute (SevrEurope de Bressuire, l’IREO de Bressuire, France 2009, 2010), the Polish-American Freedom Foundation (Lane Kirkland Program, Poland 2018-2019), the Polish UNESCO Committee (Poland 2019), the Visegrad Foundation (2021-2022). She worked on economic and regional development projects with the support of USAID, the British Council in Ukraine, and the Czech Republic.

    She is the author of numerous scientific works.

    https://orcid.org/0000-0001-5340-0145

    Other blog posts on similar topics:

    References and Further Reading

    Ayris, P., Lopez de San Roman, A., Maes, K., & Labastida, I. (2018). Open Science and its role in universities: A roadmap for cultural change. LERU. https://www.leru.org/publications/open-science-and-its-role-in-universities-a-roadmap-for-cultural-change (access date: 10.09.2023)

    Cabero-Almenara, J., Guillén-Gámez, F. D., Ruiz-Palmero, J., & Palacios-Rodríguez, A. (2021). Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges. Education and Information Technologies, 26(4), 4691–4708. https://doi.org/10.1007/s10639-021-10476-5

    Dias-Trindade, S., & Albuquerque, C. (2022). University Teachers’ Digital Competence: A Case Study from Portugal. Social Sciences, 11(10), 481. https://doi.org/10.3390/socsci11100481

    EU DGRI & EOSC EB. (2021). Digital skills for FAIR and Open Science: Report from the EOSC Executive Board Skills and Training Working Group. European Commission. Directorate General for Research and Innovation. EOSC Executive Board. Publications Office. https://data.europa.eu/doi/10.2777/59065

    EU DGRI. (2020). Country sheets analysis: Report from the EOSC Executive Board Working Group (WG) Landscape. Directorate-General for Research and Innovation (European Commission). Publications Office of the European Union. https://data.europa.eu/doi/10.2777/568900

    EU DGRI. (2017). Providing researchers with the skills and competencies they need to practise Open Science.European Commission. Directorate General for Research and Innovation. Publications Office. https://data.europa.eu/doi/10.2777/121253

    European Comission. (2020a). Digital Education Action Plan (2021-2027). European Education Area. https://education.ec.europa.eu/node/1518 (access date: 10.09.2023)

    European Comission. (2020b). Research and innovation strategy 2020-2024. https://research-and-innovation.ec.europa.eu/strategy/strategy-2020-2024_en (access date: 10.09.2023)

    Hladchenko, M. (2022). Implications of Publication Requirements for the Research Output of Ukrainian Academics in Scopus in 1999–2019. Journal of Data and Information Science, 7(3), 71–93. https://doi.org/10.2478/jdis-2022-0016

    Hladchenko, M., Dobbins, M., &Jungblut, J. (2018). Exploring Change and Stability in Ukrainian Higher Education and Research: A Historical Analysis Through Multiple Critical Junctures. Higher Education Policy, 33. https://doi.org/10.1057/s41307-018-0105-9

    Lagoudakis, M. G., Gkizeli, M., Fotiou, A., Fragkedaki, D., &Kollnig, S. (2022). Teaching and Research in the Digital World. BHM Berg- Und HüttenmännischeMonatshefte, 167(10), 489–494. https://doi.org/10.1007/s00501-022-01283-7

    Koblianska I., Kostetska I. (2023). Enhancing Empirical Academic Research in Ukraine: training materials. Zenodo. 124 p. https://doi.org/10.5281/zenodo.7817137

    Suyo-Vega, J. A., Meneses-La-Riva, M. E., Fernández-Bedoya, V. H., Ocupa-Cabrera, H. G., Alvarado-Suyo, S. A., da Costa Polonia, A., Miotto, A. I., & Gago-Chávez, J. de J. S. (2022). University teachers’ self-perception of digital research competencies. A qualitative study conducted in Peru. Frontiers in Education, 7. https://www.frontiersin.org/articles/10.3389/feduc.2022.1004967 (access date: 10.09.2023)

    Tavares, M. C., Azevedo, G., & Marques, R. P. (2022). The Challenges and Opportunities of Era 5.0 for a More Humanistic and Sustainable Society—A Literature Review. Societies, 12(6), Article 6. https://doi.org/10.3390/soc12060149

    Van Petegem, W., Bosman, J., De Klerk, M., & Strydom, S. (2021). Evolving as a Digital Scholar: Teaching and Researching in a Digital World. Leuven University Press. https://doi.org/10.2307/j.ctv20zbkk0

    Weller, M. (2018). The Digital Scholar Revisited: The Digital Scholar: Philosopher’s Lab, 1(2), 52–71. https://doi.org/10.5840/dspl20181218

    Improving the quality of education – EERA Network 11 through the years

    Improving the quality of education – EERA Network 11 through the years

    EERA is celebrating 30 years in 2024, and as part of our anniversary celebrations, we have invited people who have been at the heart of the association to share their memories and reflections. In a series of blog posts, which will run throughout 2024, we will share those precious memories, from the people who helped foster the global EERA community.

    In this blog post, Dr Samuel Gento, Honorary Link Convenor of Network 11, reflects on the activities of the network to improve the quality of education in Europe and beyond.

    The celebration of the 30th Anniversary of the European Educational Research Association (EERA) is an important event to be enjoyed by all of us who are concerned with the study and improvement of education in Europe and in the rest of the world. Education is a fundamental factor in humanity’s progress and development of all human beings, wherever they are. In general, the contributions of EERA extend to different areas and responsible people, such as the following:

    • Quality of education in itself;
    • Professors from universities and other educational institutions;
    • Educators, in general (in their various positions and intervention modalities);
    • Researchers, in general, and, especially, those dedicated to the improvement of education;
    • Universities and other educational institutions;
    • Educational systems in countries around the world;
    • Progress of all countries, consolidated by a good education;
    • Interpersonal human relationships, optimized with a good educational level;
    • Democratic organizations, strengthened by their members’ good education.

    Although the European Educational Research Association (EERA) has its headquarters and its priority field of activities in Europe, the impact of its research extends to all areas and countries of our planet, as has been demonstrated by participants from other continents, such as Asia, Africa, America, Australia and Oceania.

    EERA Network 11 – part of the EERA family

    In my role as convenor and link-convenor of Network 11, Educational Improvement and Quality Assurance, I have received the invaluable help provided by the Association, in general, and, in particular, by its components such as:

    • The EERA Office in Berlin
    • The Executive Board, with its President, General Secretary, Treasurer and their staff members
    • The EERA Council
    • The co-convenors, especially those from Network 11
    • The reviewers of proposals, proceeding from all continents
    • The presenters of papers, symposia, posters, round tables, etc.
    • The participants in the different sessions, especially those of Network 11

    My first presentation at the Association Conferences (ECER) took place in 1999 at the Conference held in Lahti (Finland).

    After successive presentations, I was designated as ‘link convenor’ of Network 11 in 2007, at the ECER held in Ghent (Netherlands), a position previously implemented by Dr. Jan van Damme, from Holland).

    With the support of Network co-convenors, I acted as Link Convenor’ until 2014, when I presented my resignation at the ECER held in Porto (Portugal).
    In 2018, I was designated ‘Honorary Link Convenor, a position I continue to hold today.

    After my resignation as Link Convenor, other co-convenors were appointed to this position in Network 11:

    • Linn Grant McMahon, from Scotland (from 2015 to 2016)
    • Heidi Flavian, from Israel (from 2016 to 2021)
    • Ineta Luka, from Latvia (from 2021 to 2024)

    The purpose and activities of Network 11 over the years

    The fundamental purpose of Network 11 has been to improve quality of education at its different levels and modalities. To this aim, we propose to investigate the procedures and strategies that contribute to a constant improvement of education. This will have an impact on an improvement in situations and conditions of every person, both in their personal sphere, as well as in the social, economic and stability ones in their particular context.

    In the activities carried out by Network 11, we have received the aforementioned aid of EERA. In implementing interventions in conferences (ECER) we have had, in particular, the collaboration of Network 7,  Social Justice and Intercultural Education, and Network 26, Educational Leadership.

    We have had to overcome some challenges in operating Network 11, such as the designation of successive link-convenors. This difficulty results from the increased responsibility and dedication that the coordination of the network requires. We also changed the name of the network itself. The initial name of ‘educational effectiveness’ was changed to ‘educational improvement’, by understanding that the quality of education requires a continuous and endless process of continuous improvement.

    Beyond EERA – Network 11 in the educational research community

    In addition to the activities of network 11 within EERA, we have carried out some initiatives aimed at research and improvement of education in various contexts. Among them, we may mention the following:

    • The creation of the ‘Leadership and Quality in Education’ network www.leadquaed.com
    • The constitution of the ‘European Association of Leadership and Quality in Education’, registered in the Spanish Ministry of Internal Affairs
    • The collaboration with several European universities for the delivery of a Master’s Degree (Universities of Spain -UNED-, Latvia, Germany, and the Czech Republic)
    • The promotion of the Journal of Quality in Education
    • The publication of the book From Pedagogy to Quality Assurance in Education: An International Perspective, 2020, Heidi Flavian (ed.), Emerald Publishing Limited
    • The publication of various articles in education journals
    • Participation in conferences held in different countries of Europe and America.
    Dr Samuel Gento

    Dr Samuel Gento

    Emeritus Professor at the UCJC (University of Camilo José Cela), in Madrid

    ​Brief professional and academic history

    • Primary School teacher in rural and urban schools.
    • Secondary Education teacher in different provinces in Spain.
    • Education Inspector of the Spanish Ministry of Education.
    • Secretary of Inspectorate Counsel in Burgos and Madrid.
    • Associate Professor at UNED (National University of Distance
    • Education), in Madrid.
    • Lecturer at the UNED.
    • Full Professor at the UNED.
    • Emeritus Professor at the UCJC (University of Camilo José Cela), in Madrid.
    • Doctor Honoris Causa from the University of Latvia (in Riga).
    • Link Convenor from Network 11 of the EERA.
    • Honorary Link Convenor of Network 11 of EERA.
    • Founder and President of the ‘European Association of
    • Leadership and Quality of Education’ (registered at the Spanish Interior Ministry).
    • Honorary President of the ‘European Association Leadership and Quality of Education’.

    University academic positions

    • Curriculum Coordinator of the UNED.
    • First Vice Dean at the Faculty of Education of UNED.

     

    Lines of research and professional development

    • Member of Spanish Delegation in international conferences and seminars, especially those organized by UNESCO.
    • Coordinator of research projects on: organization of educational institutions, teaching of foreign languages (especially English) and in-service teacher training (particularly in special education).
    • Professor of Didactics, School Organization, Educational School Supervision, and Special Education.
    • Promoter and director of the ‘European Joint Master on Educational Treatment of Diversity (120 ECTS)’, imparted by UNED (University of Distance Education) and Universities of Latvia (in Riga), Karlova (in the Czech Republic) and Reutlingen (in Germany).
    • Coordinator and publisher of 24 modules of Official Master’s Degree of Educational Treatment of Diversity.
    • Counsellor of the ‘State Education School Council’.
    • Presentations at conferences, seminars and courses in different Universities in Latvia, the United States and Latin America (especially in Argentina, Bolivia, Costa Rica, Mexico and Venezuela).
    • Presentations at international conferences, mainly those organized by the ‘AERA (American Association of Research in Education)’, ‘EERA (European Association of Research in Education)’, ‘World Curriculum Council’, ‘EADTU (European Association of Distance Teaching Universities)’ and ‘EDEN (European Distance Education Network)’.
    • Organization of 11 International face to face Conferences on ‘Educational Treatment of Diversity’ in Madrid and Palma de Mallorca (Spain), and 2 virtual ones.
    • Organization of the First International Conference on ‘Leadership and Quality of Education’.
    • Member of the scientific committee of education journals such as: Bordón (from the Spanish Society of Pedagogy), Participación Educativa (from the State Education School Council) and ‘Quality Assurance in Education’ (from the United Kingdom).
    • Founder and president of the ‘European Association of Leadership and Quality of Education’.
    • Participation in: English teacher training, evaluation of educational institutions, improvement of the quality of institutions, educational leadership and educational treatment of diversity.
    • Publications in books and scientific magazines on topics such as: organization of educational centres, quality of educational institutions, indicators and predictors of quality of educational institutions, pedagogical or educational leadership, special education, educational treatment of diversity, therapeutic pedagogy, adult training, educational inspection, school supervision, management and supervision of educational centres.

    The EERA Office – The view from within the spaceship

    Angelika Wegscheider explains what it is like to steer the ‘spaceship’ of the EERA office, the changes she has seen over the years, and the lessons she’s learned from her time with the organisation.

    A European Space for Educational Research and Dialogue

    Past Secretary General of EERA, Professor Lisbeth Lundahl on the importance of EERA as an open and welcoming space for educational research and discourse.

    20 Years a-going – Reflecting on two decades with EERA

    Past President, Professor Joe O’Hara takes a walk down memory lane to celebrate EERA’s 30th anniversary, and reflects on the developments and achievements of the organisation.

    Twenty years of participating in EERA’s 30 years

    In this blog post, Professor Emeritus of Educational Sciences at Utrecht University in the Netherlands, and previous EERA president, Dr Theo Wubbels reflects on his involvement in EERA over the years, and where the organisation’s future lies.

    My EERA story – from novice doctoral researcher to ERG Link Convenor

    ERG Link Convenor Dr Saneeya Qureshi looks back on her journey, from her first conference, to her professional and personal growth with EERA, and the friendships made along the way.

    Establishing Network 27 – and trends in didactics of learning and teaching over the past decades

    Professor Emeritus Brian Hudson on the establishment and development of Network 27, and the associated trends in didactics of learning and teaching over the past few decades.

    EERA’s unique buzz – and the lessons I’ve learned

    Professor Emeritus Terri Seddon explains why the European Conference on Educational Research became her ‘first-choice’ academic conference, and worth the long-haul flights from her home in Melbourne. 

    Experiences and benefits from collaborating in the international ethnography network

    Four long-term Network 19 members, currently serving as network convenors, share their stories and insights into what the network means to them.

    Developing an EERA Network Identity – NW 20 through the years

    As part of our 30th anniversary celebration, Professor Raimonda Brunevičiūtė reflects on her EERA journey, and the development of Network 20, Research in Innovative Intercultural Learning Environment.

    Growing (with) EERA Network 14

    As part of our 30 years of EERA celebrations, Dr Joana Lúcio reflects on her time as Link Convenor of Network 14, and her professional and personal growth.

    Pleasure, confusion, and friendship – 30 years of EERA

    EERA’s first Secretary General and founding editor of the EERJ, Professor Martin Lawn, looks back at the sometimes rocky road of EERA, the developments into the organisation it is today, and considers where the journey should go next.

    Improving the quality of education – EERA Network 11 through the years

    To celebrate EERA’s 30th anniversary, Dr Gento takes a look at the activities of Network 11 to improve the quality of education, within EERA and in the wider educational research community.

    Serendipity in Action: Being a link convenor for the ERG was a vibrant thread in the vast tapestry of my academic life

    For the 30th anniversary celebrations of EERA, Dr Patricia Fidalgo reflects on her time as Link Convenor of the Emerging Researchers’ Group, and the joy this fulfilling role brought her.

    A Transformative Journey: Nurturing Emerging Researchers at the European Conference for Educational Research.

    In our blog series celebrating 30 years of EERA, Professor Fiona Hallett reflects on the sense of belonging within a supportive community of scholars.