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

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

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 Reviewduring 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 topicEducationalTechnology 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/LauraKilde?ev=hdr_xprf

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

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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.

Towards reconnecting within and beyond the educational research community in Serbia

Towards reconnecting within and beyond the educational research community in Serbia

Serbia is a country nestled in the Balkans, Southeast Europe, which evokes a multitude of associations depending on one’s generational perspective. From Ottoman rule and the Battle of Kosovo, legendary scientist Nikola Tesla, historical figures like Gavrilo Princip, Nobel Prize winner Ivo Andrić, to the memories of Yugoslavia, the 1990s wars, the NATO bombing in 1999, the country’s prowess in collective sports such as basketball, and the tennis player Novak Đoković – Serbia’s narrative always provokes dilemmas.

But why delve into this historical labyrinth when discussing educational research in Serbia?

Serbia has always been a place where different cultures mix, leading to both understanding and conflict, requiring multiperspective approaches and fine interweaving of the joint narratives. The role of education and educational research’ in interpreting socio-cultural events, building collective narratives and bridging diverse perspectives is irreplaceable.

Due to the fragmentation of this region and the division of a multinational state into smaller, ethnically homogeneous entities, the term “balkanisation” itself was coined. The fragmentation of this geographical and political area corresponded with a divide within the research community. Moreover, international sanctions imposed on Serbia led to its educational research community being isolated from the global scientific network. However, this adversity paradoxically served as a unifying force within the local research community and its cohesive influence was reflected in the mobilization of existing resources in researching how education adapts and how education could help citizens to adapt to the uninterrupted crisis. The challenge of this task becomes even more noticeable when we take into account the limited resources and resistance on the side of decision-makers, often resulting in educational research being perceived as a form of quiet activism, encompassing ‘little acts’ that are both collectively and politically significant.

To overcome these hurdles, the Educational Research Association of Serbia (ERAS) was created in 2013, aiming to affiliate with the European Educational Research Association (EERA). ERAS stands out for its advocacy of interdisciplinary collaboration, welcoming experts from diverse fields interested in educational research. We wonder whether, together with EERA, we can rewrite the narrative of ‘balkanisation’, turning it from a tale of fragmentation into one of collaboration and reconnection. Hence, the theme of the ECER 2025 is Charting the Way Forward. We are looking forward to welcoming you in Belgrade!

Image of the University of Belgrade and the information: 08 - 09 September 2025 - Emerging Researchers' Conference
09 - 12 September 2025 - European Conference on Educational Research

ECER 2025 goes to Belgrade, Serbia.

Find out more about ECER 2025 in Belgrade, the keynote speakers, and how to submit a proposal, and the deadlines for submission and registration on the EERA website

Olja Jovanović

Olja Jovanović

Assistant Professor, University of Belgrade

Olja Jovanović is an Assistant Professor at the University of Belgrade’s Center for Teacher Education and Department of Psychology, specializing in inclusive education. With a diverse background spanning schools, NGOs, international organizations, and higher education, her research focuses on how education systems affect marginalized children and youth. She has expertise in developing frameworks to monitor inclusive education and exploring the connection between integrity and inclusive education in Eastern Europe and Central Asia. Olja is a member of convener group of the European Educational Research Association’s network on inclusive education and serves on the editorial team of the European Journal of Inclusive Education.

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Dr Dragica Pavlović Babić

Dr Dragica Pavlović Babić

Associate Professor, Department of Psychology, University of Belgrade

Dragica Pavlović Babić, PhD, is an Associate Professor at the Department of Psychology, University of Belgrade and Faculty of Mathematics University of Belgrade, teaching courses on educational psychology, educational policy and assessment. She coordinated OECD/PISA study in Serbia for 5 cycles. She has worked in developing assessment systems in Serbia, Montenegro and Central Asia (Tajikistan). Member of several scientific organizations and bodies:  EERA Council;  Board for Psychology in Education of European Federation of Psychologists’ Associations (EFPA); Educational Research Assosiation of Serbia – president; Petnica Science Centre’ Council – president; ISCAR – International Society for Cultural and Activity Research.

Dejana Mutavdžin

Dejana Mutavdžin

PhD candidate, University of Belgrade

Dejana Mutavdžin is a PhD psychology candidate at the Faculty of Philosophy, University of Belgrade, where she has completed her BA and MA studies. She is affiliated as a Teaching Assistant of Psychology at the Faculty of Music, University of Arts in Belgrade. Her research interest is the relationship between different types of abilities, emotional inteligence, giftedness in non-academic domains, and opportunities for their acknowledgement in the educational process.

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Beyond Research: The transformative power of the Emerging Researcher’s Conference

Beyond Research: The transformative power of the Emerging Researcher’s Conference

EERA’s Best Paper Award is part of EERA’s strategy to promote emerging researchers and support high-quality research in the field of education. The award is specifically designed to motivate young researchers to turn their conference presentations into full papers suitable for publication in research journals.

We asked the winner of the EERA Best Paper Award, Aigul Rakisheva, to tell us about presenting her research at ERC 2022, the invitation to participate in the Best Paper Award (BPA), and the effect it had on her career and her life.

Participation in ERC 2022

The process of writing the manuscript began long before the competition. Initially, I prepared an application to participate in the conference, which resulted in two blind peer-review feedback. I am thankful for the feedback from the peer reviewers, which proved to be instrumental in effectively preparing my presentation. The feedback primarily focused on clarifying aspects of the research methodology, the conceptual framework, and adding a final section that highlights the significance of my work in the European context. While the overall feedback did not require significant changes to my work, it provided essential guidance as I continued to develop the paper based on my research.

Subsequently, I presented my research at the ERC 2022 conference. The disparity in educational outcomes between urban and rural students remains a pressing challenge not only in my home country but also in various regions, including Europe. The study aimed to explore the role of Information and Communication Technologies (ICT) in addressing this issue. By investigating the 2018 PISA data, the research sought to identify how ICT impacts Kazakhstani students’ academic performance in Reading, Math, and Science, potentially bridging the urban-rural education gap. This research adopted a fully quantitative approach, utilizing data from the 2018 PISA assessment, which includes a diverse sample of Kazakhstani students from both urban and rural schools. The statistical analysis revealed that access to ICT resources in schools is vital in improving students’ learning outcomes. Additionally, students’ interest in ICT and their perceived competence in using ICT are significant factors contributing to their academic success.

An invitation to participate in the Best Paper Award

About a month after presenting my work, I received a call inviting me to participate in the Best Paper Award (BPA) competition. Initially, I felt concerned that my manuscript was not fully prepared, and I doubted if I could meet the short time frame and the rigorous review process. However, after careful consideration, I realized that participating in the competition would be beneficial for several reasons. Firstly, the set time frame would motivate me to expedite the completion of my manuscript. The additional expert review would be invaluable in improving my paper, making it more robust and suitable for submission to a reputable journal for consideration.

Additionally, selected authors can submit their work published in the international peer-reviewed European Educational Research Journal (EERJ) and Studia Paedagogica journals which I believe to be a great opportunity. These platforms offer scholars an excellent opportunity to share their findings on local or national European studies, further amplifying the impact and relevance of their research within the scholarly community.

The process

Participation in the competition involves a months-long journey, during which emerging scholars tirelessly work on their articles, adhering to deadlines. During this process, I sought formative feedback, further enhancing my work and providing clear direction for improvement. I also engaged in discussions with my co-author Dr. O. Toskovic, which proved immensely beneficial in refining my ideas, strengthening my arguments, and ultimately producing a more polished and impactful paper. The iterative nature of incorporating feedback has been crucial not only for my paper but in my growth as a researcher and has allowed me to continually strive for improvement.

Winning the Best Paper Award

Winning the Best Paper Award increased the visibility of the study within the academic community. This award not only acknowledged the significance of our work but also drew attention from researchers and other emerging scholars. This recognition has paved the way for further dissemination and opportunities for my research to make a broader impact.

I encourage future participants in the Best Paper Award to embrace the spirit of competition and rise above any self-doubt that may hinder their progress. While it is natural to have uncertainties about the quality of the work, remember that what truly matters is the invaluable feedback you receive and how you utilize it to fuel continuous improvement. Embarking on the journey toward excellence entails an unwavering commitment to growth and lifelong learning.

Key Messages

  • Engaging with ERGs/ERCs provides valuable networking and collaborative opportunities with fellow researchers and education experts.
  • Participating in ERGs/ERCs can enhance the visibility of researchers’ work, potentially leading to broader dissemination and increased recognition.
  • Involvement in ERGs/ERCs cultivates better communication skills and boosts emerging researchers’ confidence as they interact with peers and present their work to diverse audiences.
     
  • ERGs/ERCs create a nurturing environment that encourages constructive feedback, paving the way for ongoing research enhancement and continuous improvement.

Read more

Aigul Rakisheva

Aigul Rakisheva

Third-year Ph.D. student at the University of Illinois-Urbana Champaign, USA

Aigul Rakisheva is a third-year Ph.D. student at the University of Illinois-Urbana Champaign, USA.

She is currently pursuing her doctoral degree in Education Policy, Organization, and Leadership Department with Global Studies in Education concentration. Aigul is actively engaged in research and teaching activities at UIUC.Her research focuses on Virtual Exchange, Information and Communication Technologies, and Initial Teacher Education, contributing to various research projects in these areas.

 For more information about Aigul’s academic work and research interests, please visit her university researcher profile: https://blogs.illinois.edu/view/8837/329025165

 

The Hero’s Journey – What PhD Students can learn from storytellers

The Hero’s Journey – What PhD Students can learn from storytellers

Are you an early educational researcher struggling with the three monumental philosophical questions – where am I, where do I come from, and where am I headed – regarding your project? Nice to meet you. I wrote this post for you.

Having experience as an educational researcher, I was recently asked to share it with my peers, who are also pursuing a master’s degree in pedagogical supervision – the majority of whom are teachers, and for whom this is a first-time experience undertaking educational research.

I revisited my PhD Hero’s Journey to share with them the joys and hardships of an educational research project. The hero’s journey refers to the mythological narrative archetype that has inspired storytellers throughout time and tale, and which can be summarized in three quintessential moments (Campbell, 1949):

Departure

Initiation

Return.

I hoped to acquaint my colleagues with some of the hero’s trials and troubles that are sure to come their way. I gathered ten lessons, which I also share with you, early educational researchers out there.

1. Be prepared for multitasking. Think of Camões, the 16th-century Portuguese poet, swimming for survival after a shipwreck while holding the manuscript of his epic poem, Os Lusíadas, above the waves, arm stretched out (legend says). While you’re trying to swim (for) your (personal, family, and professional) life, you will have an arm stretched out holding your opus.

2. Take care to conduct your research project and dissertation/thesis seriously, but without taking yourself too seriously. Despite all the swimming, your opus will not be perfect and will not change the (scientific and academic) world. Alas, the day after the public defense of your dissertation/thesis and after all your labors, the (scientific and academic) world will remain unaltered.

3. Learn to master the logistics. Get your tools together so you may: organize yourself; work daily on your research; write unabashedly (fear not the mystical blank page); avoid procrastination; and also, find your motto and put it to good use (remember that Rome wasn’t built in a day, so keep calm and breathe,because the journey is the reward).

4. Drop the baby analogy. Your research project and your dissertation/thesis are not a human being whose life is in your hands and with whom you are emotionally attached. It is an opus, which should and shall be open to questioning, discussion, and rebuttal.

5. Know when it is time to turn off your computer. If you struggle with this, ask a few good friends to be kind enough to ask you out for ice cream or a hike, and a good dose of ranting. Any excuse to make you get out of your sweatpants, comb your hair, and leave the house is more than welcome.

6. Create a support group. I am not referring to your “out-for-ice-cream-crew”, but to those who are making the same journey as you, and who understand what you are going through and what you are up against. Your mom, husband, kids, spiritual leader, and pets (the list goes on) are empathetic, and yet they cannot fully understand your hero’s journey. Reach out for your travel companions; this is a collaborative (not competitive) process.

7. Trust yourself. Your supervisor is in that rowboat alongside you, yet you are the one sculling in the first seat, the one responsible for steering the vessel; your supervisor’s job back in the stroke seat is to keep pace for the rowboat. If nobody rocks the boat, you both are rowing in the same direction, but you have better visibility and the duty-right to participate in the decision-making processes.

8. Cultivate positive attitudes – like curiosity, rigor, ethics, persistence, bravery, pride. You are making Science, so your point of arrival shall become the starting point of another researcher. Deliver a fine map. Instead of leaving the room as you found it, leave something beautiful behind. Contribute with something relevant.

9. Enjoy yourself. If you are too afraid to make mistakes or take steps back, you are missing out on the thrill of the adventure. Very often, in educational research, you will find the unpredicted. If your data differs from your hopes and dreams, it does not mean that you did something wrong; it means that you are doing it right.

10. Be ready to untangle the ball of thread and pass it on. You untangle as far as you can, and then you pass your ball of yarn on to another researcher, for them to unravel some more, and so on, in this craft that is to make Science. At the end of your research, you will have found some answers, and you will have found plenty of questions, and that is how it goes.

Each hero’s journey is unique, and while some of these lessons emerged for me, they may not save another hero’s life (metaphorically speaking). Perhaps conducting an educational research project is one of those things that you have to experience in order to fully understand the depths of its impact on you. Many factors influence an early researcher’s well-being and satisfaction during the research process (Levecque et al., 2017;Schmidt & Hansson, 2018; Sverdlik et al., 2018).

Regardless, early researchers out there on the heroic journey, with you, I share the one thing I know for sure regarding one’s trip down the educational research lane: at the end of the journey, the hero returns home. Wiser, tougher, smarter. More resilient, analytical, and courageous. Ready for another round. So, gather your tools, hold on tight, and just keep swimming.

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Dr. Amanda Franco

Dr. Amanda Franco

Postdoctoral Fulbright scholar at North Carolina State University, USA

Dr. Amanda Franco is currently a postdoctoral Fulbright scholar at NC State University (USA), and her research aims to analyze the perceptions of faculty who participated in TH!NK, a program on critical thinking and creative thinking held at NC State, in the frame of faculty development, and its impact on their teaching practices. Her doctorate (2016) and post-doctorate (2020), both in Science of Education, focused on critical thinking and its promotion in higher education. She is pursuing a master’s degree in pedagogical supervision at University Aberta (Portugal).

References and Further Reading

Campbell, J. (1949). The hero with a thousand faces. Bollingen Foundation.

Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868-879. https://www.sciencedirect.com/science/article/abs/pii/S0048733317300422 

Schmidt, M., & Hansson, E. (2018). Doctoral students’ well-being: A literature review. International Journal of Qualitative Studies on Health and Well-being, 13(1), 1508171. https://www.tandfonline.com/doi/full/10.1080/17482631.2018.1508171 

Sverdlik, A., Hall, N. C., McAlpine, L., & Hubbard, K. (2018). Journeys of a PhD student and unaccompanied minors. International Journal of Doctoral Studies, 13, 361-388. http://ijds.org/Volume13/IJDSv13p361-388Sverdlik4134.pdf