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The broken pillar: AI for feedback generation and the erosion of students’ trust

Artificial intelligence in educational research and practice

Learning unfolds as a dialogue between a student and a more knowledgeable other – in higher education, a lecturer – a dialogue marked by mutual respect, responsibility and trust as the key...

Expert Panel on Educational Research Funding

Expert Panel update BERA’s Expert Panel on educational research funding is continuing its work. Having had several meetings, the panel has revised its aims and also engaged a RA who is working...

British Educational Research Journal: Call for special issues (2024)

This opportunity is now closed. The incoming editors of the British Educational Research Journal (BERJ) intend to publish a number of special issues during their tenure, which commences in...

The role of in-person tutorials

The practices implemented in higher mathematics education are in a constant state of change, and where the research often lags the implementation. Recently, it has become evident that remote and...

One size does not fit all: Supporting dyspraxic students in higher education in England

Dyspraxia, also known as developmental coordination disorder (DCD), is a lifelong, neurodevelopmental disorder which affects an estimated 10 per cent of the UK population (Dyspraxia Foundation,...

Higher education disadvantage: Enhancing a community through modes of delivery

From a sociological perspective, Bourdieu (1986) sees cultural capital as non-economic resources such as education and knowledge, while social mobility is the ability to move up or down the social...

Teaching ‘policy analysis’ through a case-based approach in higher education: Context of Pakistan

Teaching a course on ‘policy analysis’ remains challenging for several reasons: drawing from multiple theoretical threads (Heck, 2004); relying mainly on ‘desk reviews’ of policies as...

What are we educating for in higher education?

It might have been easier to identify the purpose of higher education in the early part of the 20th century, when the few students who went to university came from a narrow demographic background...

Problems with a transactional view of higher education

In the past two or three decades there has been a fundamental shift from seeing higher education in essentially educative terms to seeing it almost exclusively in transactional terms. Young people...

Editorial: What are we educating for? Introducing the BERA Blog Special Issue

This BERA Blog special issue started out as a seminar series in which we brought together policymakers, educational practitioners and researchers to discuss what we are educating for across the...

What are we educating for?

Although it has always been significant, the question of what we are educating for is now particularly important. There is growing consensus that the educational challenges we face require...

The SDGs and Higher Education: impacts on policy and practice

The United Nations Member States adopted The 2030 Agenda for Sustainable Development, in 2015. This Agenda continues to provide a global focus on peace and prosperity, both for people and the...