ERC TAMPERE 2026 – upcoming submission deadline for emerging researchers’ conference in finland

ERC TAMPERE 2026 – upcoming submission deadline for emerging researchers’ conference in finland

by | Emerging Researchers' Group

After the ECER conference in Belgrade, we – the organising committee of ECER 2026 in Tampere – found ourselves reflecting on what makes conferences so special. Although important, we guess that for most, it is not just the panels or the presentations. For us, it is also the atmosphere of intellectual generosity, meeting the friends we have made in the academic community, and making new ones.

In addition, what made the experience in Belgrade so special was that the place itself reminded us of the power of collective action. Walking through the city, hearing about the student protests driven by a deep concern for justice, transparency, and democracy, we couldn’t help but think about the questions of what it means to act on knowledge ethically, collectively, and with purpose. What does it mean for a research community to know in ways that matter? And how do we transform the knowing into action? These questions they stay with us as we look toward Tampere and our upcoming theme: “Knowing and Acting”.

ECER 2026

Collective knowing and acting requires a community. For EERA community it means creating spaces where emerging voices are heard and valued. That’s why the Emerging Researchers Conference feels so important for us as the organisers of ECER Tampere 2026. ERC is not only an event for junior members of an academic community, it’s EERA’s collective effort to build up a community that is welcoming, supportive, intellectually stimulating and rigorous, and ethical. We would like the ERC to be a place where early career scholars can connect, share ideas, and build friendships that sustain them in the often-challenging academic world. This is a prerequisite of collective knowing and acting. Thus, we warmly encourage the members of EERA community to support early career researchers’ participation in ERC in Tampere.

Emerging Researchers’ Conference 2026

The Emerging Researchers’ Conference programme consists of two days of conference activities. In various sessions, the ERC participants can engage with paper and poster presentations, ignite talks, posters, and workshops. The participants can also enjoy a keynote lecture by Richard Budd (Lancaster University) and an interactive session themed “For slow reading and criticality in accelerating academia” by Zsuzsa Millei (Tampere University) and Antti Saari (Tampere University). To network and discuss with colleagues further, ERC in Tampere has interactive lunch breaks and a City Reception Event.

Conference information

Read more about the programme of the Emerging Researcher Conference in Tampere and how to submit your proposal by 31 Jan 2026: Emerging Researchers’ Conference | EERA

We wish that ECER Tampere 2026 will bring us opportunities to imagine together what education research can be and do, and to act on that imagination.

Associate Professor Maiju Paananen

Associate Professor Maiju Paananen

Chair, Organising Committee, ECER Tampere 2026

Associate Professor Maiju Paananen is the chair of the Local organising committee of Emerging Researchers’ Conference in Tampere 2026. Paananen leads Child politics and Early Childhood research group at Tampere University, Faculty of Education and Culture.

Dr Iida Kiesi

Dr Iida Kiesi

Conference coordinator of ECER Tampere

Dr Iida Kiesi is the coordinator for the ECER 2026 in Tampere. Kiesi defended her doctoral thesis in 2024, in which she researched privatization of Education in Finland.

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ERG Webinars: Tips for academic publishing and grant application for early career researchers

ERG Webinars: Tips for academic publishing and grant application for early career researchers

by | Emerging Researchers' Group, NW 28 Sociologies of Education

Between March and May 2025, EERA Sociology of Education Research Network and the Emerging Researchers’ Group, hosted a three-part webinar series aimed at supporting emerging scholars in navigating key stages of academic life. Each session opened a window into different aspects of early academic careers. Featuring tips on academic publishing and grant application writing, the webinars offered both practical strategies and personal reflections from experienced researchers.

Webinar 1: Meet the editors – Advice from journal editors on academic publishing

There’s a moment right after the PhD ends, when many early career researchers suddenly find themselves standing alone. No longer students, not yet fully established scholars, they’re now expected to publish, write grant applications, and shape an academic identity. But where do you learn how to do any of that? How do you figure out where to submit your article, or why one paper gets accepted while another is rejected? These are not just technical questions. For many of us, they’re questions about belonging, confidence, and finding our voice in a world that often assumes we already know the rules.

That’s why our recent “Meet the Editors” webinar felt so meaningful. It wasn’t just about insider tips on academic publishing, it was about opening the black box of publishing and hearing directly from those who sit on the other side. We had the privilege of hosting two generous and thoughtful editors, Prof. Rachel Brooks, University of Oxford, Editor-in-Chief of the British Journal of Sociology of Education and Prof. Antonio (Ono) Olmedo, University of Exeter, Editor-in-Chief of the Journal of Education Policy. They spoke about the differences between their journals, what kinds of scholarship each is looking for, and how editorial decisions are made.

Building on the spirit of the conversation, the webinar offered more than just practical tips, it opened a window into how experienced editors think about publishing, not only as gatekeepers but as mentors and scholars themselves. They reminded us that before submitting an article, it’s essential to read recent issues of the journal we’re aiming for. What topics are being discussed? What theoretical frameworks and styles of argumentation are common? A strong paper doesn’t just present something new; it actively engages with the existing conversation and signals why its contribution matters in that space and moment.

The editors also emphasized the importance of timing. Don’t rush to submit; ask yourself whether this is truly the best version of your paper, and whether you’re ready for it to be read critically. Too often, early-career researchers focus on showcasing their data or findings without thinking carefully enough about where the paper belongs and why now. Editors are not only looking for originality; they’re also looking for relevance: why this paper, in this journal, at this time?

More than anything, the conversation reminded us that finding your way into academic publishing isn’t just about following rules. It’s about developing a sense of voice, confidence, and connection. And that’s not something you have to figure out alone.

Webinar 2: Publishing your first journal article

This second webinar featured Barbara Gross from the Free University of Bolzano-Bozen, who shared reflections and practical tips on publishing a first academic article. With a particular focus on selecting an appropriate journal, the session offered insights drawn from Prof. Gross’s own experience as a researcher and author. Aimed at emerging researchers, the webinar provided concrete strategies to navigate the complexities of academic publishing and addressed key considerations involved in taking the first steps toward publication.

The session moved from big-picture ideas to practical steps, outlining different publishing options such as book chapters, conference proceedings, and most importantly, peer-reviewed journal articles. Participants explored the differences between national and international publishing cultures, the growing role of English for global visibility, and the ongoing value of publishing in national languages to reach local audiences.

A key focus was on selecting the right journal. Our guest lecturer explained how to evaluate a journal’s scope, audience, mission, and ranking – including impact factors and quartiles – and how to balance national and international outlets. She also touched on open access and the institutional support available to cover related costs.

When it came to writing, Prof. Gross highlighted the importance of identifying a clear research gap, building a well-structured article, and following journal guidelines closely. Ethics were stressed, from transparency in data use to participant privacy and disclosure of AI tools.

Prof. Gross then guided participants through the submission and peer-review process, noting that revisions are a normal and constructive part of publishing. She offered tips on responding to reviewer feedback, even when disagreeing, and reminded attendees to submit to only one journal at a time. Rejection, she said, can be an opportunity to improve and resubmit.

Finally, the webinar closed with strategies to increase the visibility and impact of published work, including conference presentations, networking on platforms, and tracking citations and metrics. By the end, participants had a clear sense of the steps involved in moving from research to publication, along with the confidence to start their own publishing journeys.

Webinar 3: Writing a successful ERC grant application

Our final webinar sought an insider view on how to write a successful European Research Council (ERC) grant application. While numerous webinars address the technical details of the application process, since education research is rather underrepresented amongst the successful applications, we were curious to invite colleagues who can speak from the particular perspective of education researchers.

To our great excitement, two distinguished scholars from the critical education field, Prof. Sotiria Grek and Prof. Miri Yemini accepted our invitation to share their reflections and experiences about the exceptionally competitive application process. Prof. Yemini is leading an ERC Consolidator Grant project exploring youth activism in diverse contexts, including climate crisis and human rights between 2023 and 2028 (See the project website here).

Prof. Grek led an ERC Starting Grant (2017-2022) on the ‘International Organisations and the Rise of a Global Metrological Field’ (METRO), researching the role of international organisations in the quantification of global governance, with a focus on the fields of education and sustainable development. Since 2024, she has been working on an ERC Consolidator Grant entitled ‘Art and Policy in the Global Contemporary: Examining the Role of the Arts in the Production of Public Policy’ (POLART, 2024-2029).

We had a rich and insightful conversation with the two scholars who shared details about their personal journey of developing the project proposal and their experiences about the interview phase in an informal yet right-to-the-point manner. The conversation had three key messages[1].

Grant proposal writing is a specific kind of writing
This can be learnt and should be practised. The best ideas need time and care to hatch. One needs to dedicate time to sit on them, talk about them, cook them, and dream about them.

Timing is key
This helps to successfully get the project together. One needs to block time to read and write, and to schedule a generous amount of time to receive feedback. A strong proposal gives the feeling to the reviewer that the idea is ‘timely’, and the time to do the research is now.

Balance and focus
Being centred and focused from the beginning to the end of the proposal leads to success. One needs to demonstrate a good balance between the project’s feasibility and ambition. From family and friends to mentors and colleagues; the more diverse audience the better. All of this provides a safety harness. Mock interviews with mentors and professional providers prove extremely helpful in the preparation for the interview, because they could accurately predict the reviewers’ questions and allow space to rehearse for them.

On a final note, both scholars emphasised that they realized how important the people they have been working with became for them. Project leadership is about building and valuing the team one creates and co-create researches with.

[1] The key points follow Prof. Grek’s presentation

Unfortunately, due to a technical issue, we do not have a recording of this webinar.

Together, these three webinars offered an insight into the journey of the challenges faced by early-career researchers. From finding one’s voice in publishing, to submitting that very first article, to preparing for ambitious grant applications, the series reflected our commitment as a community to supporting the next generation of scholars. We are grateful to all our speakers and participants, and we look forward to continuing the conversation.

Key Messages

  • Early-career researchers must learn to navigate academic publishing, journal selection, and grant writing to build their academic identity.
  • Engaging with journal editors provides essential insights into publishing expectations, peer review, and developing scholarly voice and confidence.
  • Selecting the right journal, understanding publishing cultures, and responding to feedback are vital steps in publishing your first article.
  • Successful grant writing requires dedicated time, clear focus, and learning from mentors, with strong project leadership and teamwork.
  • Community support, mentorship, and sharing experiences are crucial for emerging researchers facing the challenges of early academic careers.

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

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

by | AECSE, NW 16 ICT in Education and Training

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

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

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

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

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

Dr Philippe Gabriel

Dr Philippe Gabriel

Université d’Avignon

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

ORCID: 0000-0002-9337-572X

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

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

ECER Belgrade 2025

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

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

Find out about fees and registration here.

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

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

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

Emerging Researchers' Conference - Belgrade 2025

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

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

Prepare yourself to be challenged, excited and inspired.

Other blog posts on similar topics:

Should genetics play a role in education?

Should genetics play a role in education?

by | SERA

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

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

Genetically-optimised learning

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

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

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

Educational genomics

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

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

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

Genetically-scored students

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

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

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

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

 

Controversial science

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

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

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

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

ECER 2025 – Keynote 

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

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

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

Dr Ben Williamson

Dr Ben Williamson

Moray House School of Education and Sports, University of Edinburgh

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

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

ECER Belgrade 2025

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

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

Find out about fees and registration here.

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

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

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

Emerging Researchers' Conference - Belgrade 2025

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

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

Prepare yourself to be challenged, excited and inspired.

Other blog posts on similar topics:

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

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

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

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

Why this experience mattered

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

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

Growth beyond the conference room

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

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

Reimagining my research focus

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

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

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

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

The real impact of the bursary

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

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

Why this matters to others

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

Final thoughts

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

Key Messages

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

Laura Kildė

PhD candidate, Vilnius University

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

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

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

Other blog posts on similar topics:

ECER Belgrade 2025

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

08 – 09 September 2025 – Emerging Researchers’ Conference
09 – 12 September 2025 – European Conference on Educational Research

Find out about fees and registration here.

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

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

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

Emerging Researchers’ Conference – Belgrade 2025

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

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

Prepare yourself to be challenged, excited and inspired.

ECER Belgrade 2025

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

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

Find out about fees and registration here.

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

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

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