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Call for proposals: ºÚÁϲ»´òìÈ Blog special issue on refugee and asylum-seeking learners

This call is now closed. The ºÚÁϲ»´òìÈ Blog is delighted to invite proposals from teams of guest editors and authors for a ºÚÁϲ»´òìÈ Blog special issue on learners from refugee and asylum-seeking...

Curriculum, Assessment and Pedagogy SIG Convenor Vacancy

The ºÚÁϲ»´òìÈ Curriculum, Assessment and Pedagogy SIG has an opening for a convenor. SIG AIM: To encourage and support research and other scholarly activity in the inter-related areas of curriculum,...

Teacher autonomy in education: Key insights and how to promote it

Scientific interest in the topic of teacher autonomy has grown in recent years in research publications across both international and local literature. This growing attention may be due to the...

Evolution, not revolution: Curriculum and assessment review

Since the curriculum and assessment review in England began in 2024, the review panel has received numerous proposals advocating for radical and revolutionary changes. Invoking Keir Starmer’s...

The ºÚÁϲ»´òìÈ Guide to Outdoor Learning

The ºÚÁϲ»´òìÈ Guides: Critical Insights into Educational Research and Practice

Place-Responsive Pedagogy in Educational Research and Practice

Making teaching an antiracist profession: An urgent invitation to ºÚÁϲ»´òìÈ members

The antiracism framework for initial teacher education and training (ITE/T) in England is an ongoing project for our team, engaging with ITE/T providers across England, with the aim of making...

Invisible in plain sight: Similarities of race-denial in two European education contexts

Schools in England are now moving towards a new national curriculum, but what might this mean for anti-racism initiatives in education (Kebede et al., 2025)? The Curriculum Review sets out its...

Teaching on the edge: Teacher mental health and workload pressures in Wales

The landscape of teaching in Wales has changed significantly post-Covid-19, with educators reporting increased workload pressures, rising Additional Learning Needs demands (Conn & Hutt, 2020),...

Should I stay or should I go? International perspectives on workload intensification and teacher wellbeing

This special issue of the ºÚÁϲ»´òìÈ Blog introduces research-informed articles addressing teachers’ work and wellbeing across seven national/regional education systems: Scotland; England; Wales;...

Teacher workload in Scotland: Challenges to sustainability

This blog post examines influences on teacher wellbeing and professional sustainability in Scotland’s education system. The Teacher Workload Research Project (Hulme et al., 2024), funded by...

The Seven ‘C’s of Why: Youth workers’ questions about digital practice

In this blog post I reflect on a collaborative research project that explored youth workers’ knowledge, skills and attitudes towards digital practice. Youth work in the UK is a profession guided...

A new national curriculum: Better learning principles and practices

The new UK Labour government, elected in 2024, almost immediately commissioned a Curriculum and Assessment Review, with the intention of developing a broader, cutting-edge curriculum in England...