Research Interests and Expertise
Equality, Inclusiveness and Human Development
Education and Wellbeing
Agression and Bullying
Democracy, Dialogue and Ethics in Education
Teacher Education, Youth & Professional Studies
Science and Maths Education
Science Education Wordle
Arts Education and Creativity
Education, Schooling and Teachers: Social and Historical Investigation
Embodied Activity, Gender and Schooling
Memory, Cognition and Learning
Educational Quality, Innovation and Evaluation
Leadership and Management
Assessment & Feedback
Technology, Innovation and Society
Researchers in Technology, Innovation and Society conduct research that aims to inform policy and practice in social and technological innovation that are key to the progress of education and society.
Education, Technology, Pedagogy and Society
Creativity, innovation and entrepreneurial learning
When you dream of the future, what do you see? Sustainability means that things can keep going; can sustain themselves; can withstand the reasonable demands and pressures of environment and populations; can continue into the future and go on forever. In order to achieve sustainable futures, we need to re-balance individual and societal needs and wants. The problem that exists today for many of us is that in the absence of experiencing the challenges of unsustainable actions, little action is undertaken on sustainability. Indeed, the evidence shows that the more educated we become, the less sustainable we are. Here in the School of Education Studies at Dublin City University, we aim to contribute to Sustainable Futures for all, by developing ethical frameworks (guided by sustainability principles) and models of teaching, learning and assessment that reorient educators and learners towards sustainability. In doing so, we intend to transform formal and informal education, so that our citizens can learn how to live sustainably, and in doing so meet the needs of the present without compromising the ability of future generations to meet their own needs (Brundtland Report of the World Commission on Environment and Development, 1987).
Education for Sustainable Development
Higher, Adult, Further and Vocational Education
The School of Education Studies in DCU has a long history of engaging in evidence-based research, which helps shape curricula and informs policy in a range of settings beyond the university. All teaching staff are actively engaged in a variety of research activities which include empirical studies, as well as National, European and International projects. These are documented, published and disseminated through relevant journals, books, chapters, working papers and Government and European policy submissions. Within the Higher, Further and Vocational thematic research area, staff specialize and collaborate on research in a number of related areas. These areas include Lifelong Learning (including adult, intergenerational and continuing education), Community learning (including community education and training, traveler training, and education and training for people with disabilities), Further and Vocational Training (including transfer, access and progression, qualification frameworks and competences), Higher Education (including learning & teaching, curriculum reform and teacher training for further/ vocational education and training), Work-based Learning (including professionalism, apprenticeships, reflective practice), and Guidance (including adult guidance and counseling). The School invites potential post-graduate students, partners and collaborators and funding bodies to work within any of the domains listed here.
Further and Vocational Education