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The moment we may be missing: How AI is quietly reshaping childhood

Artificial Intelligence in educational research and practice

Some moments in history do not announce themselves with disruption or alarm. They slip quietly into everyday life and only later reveal how deeply they have reshaped us. The growing presence of...

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...

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

This BERA 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 BERA 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...

A moral duty: Why academics should engage with AI

Artificial Intelligence in educational research and practice

As generative artificial intelligence (AI) becomes a routine part of how we work, academics face more than a choice – there is an emerging moral responsibility to understand AI’s capacities,...

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...

Neurodiversity in Mainstream Schools Grant Programme reports

A major new report series published by the British Educational Research Association (BERA) sets out practical, evidence-informed approaches to improving the education experience of neurodivergent...

BERA and the Kusuma Trust publish major new report series on improving the education experience of neurodivergent young people

New research from the British Educational Research Association (BERA), funded by the Kusuma Trust, highlights practical, evidence-informed ways schools can better support neurodivergent learners...

Right, what are we doing to help the children?

BERA Blog post #2,000