The impact of the Covid-19 pandemic on the academic, psychological and sociocultural adaptation of international students in the UK

Covid-19, education and educational research

Although there is a well-established literature on the international student experience (Schartner & Young, 2020), we know relatively little about what ‘being an international student’ has...

HE Education Research Census 2022

The UK-wide census of all HE-based education researchers has just been launched. It is a nationwide census examining the characteristics, experiences and attitudes of education researchers...

Summer 2022

Pandemic, protests, recovery, opportunities: Repositioning of educational research, teaching & learning  Research Intelligence issue 151 This second decade of the 21st century continues to...

Syrian refugees: Hearing the voice of immigrant children

The civil war in Syria caused the largest migration of Syrian citizens in the 21st century (Gencer, 2017) and Syrian people have been migrating to Turkey since 2012 (Sirin & Aber, 2018). Many of...

A short reflection on a foundational programme, first-time international students and pedagogical uncertainties

At many British universities, foundational and pathway programmes are the generic terms to describe the preparatory courses for international students prior to their UK degrees. A pathway refers...

Lessons about inclusion in higher education: A last chance to engage with Erasmus

Inclusion is arguably an ethical obligation, grounded in notions of equity and social justice for all groups and at all stages of education (Ainscow, 2020). With a growing number of students from...

An open letter from the Ukrainian Educational Research Association

Through EERA, we have received an open letter from our sister organisation in Ukraine - the Ukrainian Educational Research Association - which we are sharing with our members. We stand in...

Forest School and its place within a Covid-recovery curriculum

With the easing of pandemic-related restrictions for UK schools, educators’ focus has turned to mitigating the impacts of Covid-19 on children’s learning and wellbeing (see Kumar Jha & Arora,...

Knowledge about what? ‘The knowledge question’ in the Norwegian curriculum

A fundamental question in education is, ‘What is most worth teaching and learning?’ A variation of this question can be directed from student to teacher: ‘Why should we learn this?’...

School self-evaluation for school improvement: Principles of effective practice

In developing the National Strategy of Educational Research and Enquiry (NSERE), the Welsh Government conducted several evidence reviews to understand how to foster educational research capacity...

Call for abstracts: Theorising educational engagement, transitions & outcomes for care-experienced people

Editors Zoe Baker (University of York), Katie Ellis (University of Sheffield) and Neil Harrison (University of Oxford) are seeking high-quality, international contributions for a forthcoming...

The ‘shadow education’ phenomenon

In research, educational services such as private tutoring, coaching and academic enrichment classes that operate outside formal educational institutions (such as schools) are commonly referred to...