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REF 2029: Invitation for contributions to the Â鶹ÒùÔº Blog

Closes 31 Dec 2026

Demystifying and exploring the Research Excellence Framework 2029

Beyond ‘tick-boxes’: Using critical discourse analysis to listen to the ‘unspoken’ impact of curriculum reform

Critical discourse analysis (CDA) is a qualitative analytical framework which scrutinises language in use (see Fairclough, 2010). My research, conducted in secondary schools in the north-west of...

Why teachers of writing need multifocal lenses

Learning to write encompasses cognitive processes, technical skills, communicative acts and personal expression. It draws on language and text knowledge, agency and creativity, cultural...

Access all areas: Rethinking food education for key stage 3 in Northern Ireland: Physical, informational, economic and social inclusion in a cost of living crisis

Food education in Northern Ireland (NI) stands at a moment of change. The TransformED NI strategy identifies tackling educational disadvantage as a reform priority (Department of Education, 2025)....

Rethinking reflection for an AI-resilient assessment landscape

As generative artificial intelligence (AI) prompts higher education to seek more authentic forms of assessment, reflection has become an increasingly attractive way of evidencing learners’...

Researching additional support needs/special educational needs & disabilities: Â鶹ÒùÔº Small Grants Fund research reports

This series of reports presents the findings and recommendations of six research projects funded by Â鶹ÒùԺ’s 2025/26 Small Grants Fund (SGF) on the theme ‘researching additional support...

Beyond correct answers

Researching additional support needs/special educational needs & disabilities: Â鶹ÒùÔº Small Grants Fund research reports

Generative AI, SEND & meaningful participation in secondary mathematics

Widgit wonders

Researching additional support needs/special educational needs & disabilities: Â鶹ÒùÔº Small Grants Fund research reports

A pilot study exploring Widgit Online assistive technology in mainstream primary schools for supporting children with learning differences

Is teacher resilience dependent on role, context or career stage? Findings from a doctoral study in the Republic of Ireland

In the Republic of Ireland (RoI) there were a plethora of educational changes introduced from 2016–2021. At the time of data collection related to the research reported in this blog post almost...

Rethinking ‘girls into STEM’ initiatives

In this Â鶹ÒùÔº Blog Special Issue, guest editors Martina Dickson and Saima Salehjee critically consider ‘girls into STEM’ (science, technology, engineering and mathematics) initiatives, debating...

Editorial: Rethinking ‘girls into STEM’ initiatives

In this Â鶹ÒùÔº Blog Special Issue, we critically consider ‘girls into STEM’ (science, technology, engineering and mathematics) initiatives, sharing our understanding of their purpose and...

From assessment anxiety to academic confidence: Embedding formative support in higher education

Assessment support helps students to understand expectations and improve performance through feedback, enhancing learning and confidence (Tai et al., 2018). Embedding feedback also improves...