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2026 ½¿É«µ¼º½ Educational Research Book of the Year

This award celebrates the publication of educational research and is awarded to a scholarly book on education deemed to be high quality, engaging and innovative.

The right to education for forcibly displaced people: Exploring ideas on participation, connectedness and technology

This ½¿É«µ¼º½ Blog Special Issue responds to a critical moment in the world’s history marked by a series of interconnected and overlapping global crises. The hallmarks of this are armed conflicts on...

Editorial: The right to education for forcibly displaced people: Exploring ideas on participation, connectedness and technology

This ½¿É«µ¼º½ Blog Special Issue responds to a critical moment in the world’s history marked by a series of interconnected and overlapping global crises. The hallmarks of this are armed conflicts on...

Facilitating access and participation through higher education access programmes and connected education for students with refugee backgrounds

Achieving 15 per cent refugee enrolment in higher education by 2030 remains a significant global challenge. Currently, only 9 per cent of refugees access higher education, far below the 42 per...

Offline-first learning and the right to participation in education: When ‘online’ education fails to include

In low-resource and displacement contexts, digital learning is widely promoted as a way to expand access to education, including by UNHCR and UNESCO. Yet many learners remain excluded because...

The right to education in displacement: Beyond access to connection

Uganda hosts approximately 1.9 million refugees and asylum seekers, making it the largest refugee-hosting country in Africa. This reflects the country’s progressive refugee policy, which grants...

From training to livelihoods: Why soft skills and systems support matter for displaced learners

Digital remote work is often presented as a route to livelihoods for forcibly displaced people (Easton-Calabria, 2023). In practice, the pathway is rarely straightforward. It is shaped by fragile...

Prensky 2.0: From digital natives to digital navigators: Rethinking Gen Z’s learning journey

As higher education (HE) educators, we recognise the need to understand Gen Z (born between 1996 and 2012), who now form the majority of university students (Weng, 2024). Growing up amid climate...

Bridging Worlds

Neurodiversity in Mainstream Schools Grant Programme reports

Blending organic & co-created digital environments to support neurodivergent young people in mainstream education

Right, what are we doing to help the children?

½¿É«µ¼º½ Blog post #2,000

Why Wales needs a national strategy for care-experienced learners

It’s been a decade since the Welsh Government published Raising the Ambitions, a strategy to improve the educational experiences of care-experienced children. Linked to this is the recent...

Rethinking professional learning for TESOL teachers: What a decade of research reveals

In today’s fast-changing world, Teaching English to Speakers of Other Languages (TESOL) teachers face mounting pressures – from new technologies to shifting student needs and rising...