Educational reseach

The Second EDU Forum “Global Perspectives in Educational Research” will take place at the Research Council of Lithuania in Vilnius on 11–12 November 2026, bringing together researchers, policymakers, teacher educators, school leaders, teachers, and other education stakeholders from Lithuania and abroad. 

The Forum is organised as part of the “Breakthrough in Educational Research” project and serves as a communication event of the project, providing an international platform for sharing knowledge, research-based insights and emerging educational practices. The Forum contributes to the project’s wider focus on strengthening the capacity of educational research and fostering stronger connections between research, policy and educational practice. 

The Forum will focus on how educational research can contribute to better-informed decisions and meaningful innovation in education. Participants will explore current challenges facing education systems, discuss emerging research findings and international experiences, and examine how evidence can be translated into educational policy and practice. 

The two-day programme will feature international keynote speakers, thematic research sessions, panel discussions, and hands-on workshops. The programme will address key developments in AI in education, innovative didactics and STEAM education, teacher learning and professional development, inclusion and wellbeing, learning analytics, educational quality, mathematics and science education, and research-informed education policy. The forum will be hosted by science journalist and writer Goda Raibytė-Aleksa. 

The Forum will also provide an opportunity to present the initial results of the EDU Project, including the first insights emerging from the research carried out within the project. The programme will also look ahead to the remaining years of the project, discussing its objectives, priorities and planned activities, as well as presenting the research projects selected under the second call.  

The forum programme schedule can be found here. The working language of the forum is English. 

The registration will be open soon. 

EDU Forum is a communication and dissemination event organised as part of the project “Breakthrough in Educational Research”, No. 10-044-P-0001. The project is implemented under Progress Measure No. 12-003-03-06-01 “First of all, the Teacher” of the Education Development Programme of the Ministry of Education, Science and Sport of the Republic of Lithuania, the managing authority of the 2021–2030 Development Programme. The project is funded by the European Union Funds for 2021–2027 and the State Budget of the Republic of Lithuania.

Drew Story 

Passing the Baton: Practical Guidance for Connecting Education Research, Policy, and Practice 

Research, policy and practice often operate in separate spheres, and education is no exception. This keynote examines how the gap between education researchers, policymakers and teachers can be reduced by creating more systematic ways of connecting research evidence with policy needs and professional practice. 

Drawing on Drew Story’s experience at MIT, the presentation will offer practical approaches for researchers seeking to engage policymakers, translate research findings into usable recommendations, and work with practitioners to ensure that research and policy reflect the realities of education. It will also consider how policymakers and school leaders can create durable channels for using evidence in practice and how teachers’ experience can inform future research and policy.  

Drew Story, PhD, is the former Managing Director of MIT’s Policy Lab, where he supported MIT faculty in building relationships with policymakers and strengthening the societal impact of research. His previous experience includes work as a US Senate policy advisor on energy, environment and scientific research policy and as Global Change Science Lead at the US Global Change Research Program. 

Liudvika Leišytė 

Between Competition and Collaboration: Teacher Training in a Changing Governance Landscape 

Teacher training is increasingly shaped by wider changes in education governance, including decentralisation, accountability, internationalisation, digitalisation and demands for institutional autonomy. This keynote examines how these changes influence teacher education institutions and the balance between competition and collaboration. 

The presentation argues that teacher training cannot be considered separately from broader education governance reforms. It explores how governance arrangements can encourage innovation and collaboration while also creating administrative burdens, standardisation and tensions between accountability requirements and professional judgement. The keynote concludes by highlighting priorities for strengthening teacher education, including closer cooperation, sustained professional development and greater teacher participation in policy processes.  

Liudvika Leišytė is Professor of Higher Education and Deputy Director at the Center for Higher Education at TU Dortmund University, Visiting Professor at the Education Policy Centre at Vilnius University, and President of the European Higher Education Society (EAIR). Her work provides an international perspective on higher education governance, institutional change and the conditions shaping teacher education. 

Mahsa McCauley 

Raising Minds Machines Can’t Replace: An Education Agenda for the AI Age 

Artificial intelligence is transforming the world of work faster than education systems can adapt. This keynote asks what education systems should prepare learners for in a world where technologies and occupations are changing rapidly. 

The presentation focuses on the human capabilities that retain value across disciplines, including critical thinking, judgement, creativity, ethical reasoning and the confidence to question AI-generated information. It also considers AI literacy as an issue of educational equity and argues that schools, universities and research funders need to act now to ensure that all learners can participate meaningfully in an AI-enabled world. International cooperation will be highlighted as an important part of this response.  

Dr Mahsa McCauley is an Associate Professor and Head of the Department of Computer and Information Sciences at Auckland University of Technology (AUT). She is the founder of She Sharp, a New Zealand initiative addressing the gender gap in STEM, a Fulbright grantee, and a Commissioner for the New Zealand National Commission for UNESCO; she also recently completed a six-year term as Chair of the AI Forum New Zealand. 

Jon R. Star 

Mathematical Flexibility: A Promising Instructional Focus for Improving Students’ Learning of Mathematics 

Mathematical flexibility refers to learners’ ability and willingness to adapt their problem-solving strategies to different mathematical conditions and goals. The keynote introduces this concept through examples from school mathematics and examines research on how teaching practices can promote flexibility. 

Particular attention will be given to the use of multiple problem-solving strategies and to classroom practices that encourage students to compare, contrast and discuss different approaches. The presentation will also highlight instructional guidelines that teachers can use to support the development of mathematical flexibility across grade levels.  

Jon R. Star is the Carl H. Pforzheimer, Jr. Professor of Teaching and Learning at the Harvard University Graduate School of Education. His work on mathematical flexibility connects educational research with classroom practice and focuses on how teaching can help students develop more effective and adaptable mathematical problem-solving strategies. 

Alongside the keynote programme, the Forum will feature parallel thematic sessions where international researchers will share research findings, methodological approaches and practical implications. Please be aware, that thematic sessions happen in parallel with workshops. 

Artificial Intelligence for Future-Ready Education 

This session will explore the rapidly developing role of artificial intelligence in education, including AI-supported learning, assessment, learning environments, computational thinking and institutional readiness. Participants will consider both the opportunities and challenges associated with integrating AI into educational systems and practice. 

Ajith Abraham. Sai University, India. "The Future of Emotional-Cognitive Intelligent Education: The Role of Artificial Intelligence in Personalizing Learning Environments" 

Diane Vassallo. University of Malta. "The role of AI in supporting the development of CT in learners" 

Lilia Cheniti Ep Belkadhi. University of Sousse, Tunisia. "AI-Enhanced and Intelligent Assessment Systems: New Directions for Competence-Based Education" 

Innovative Didactics for STEAM and Philosophy Learning 

This session will focus on innovative approaches to teaching and learning in science, technology, engineering, arts, mathematics and philosophy. Topics will include mathematics and computational thinking, science and chemistry education, philosophy teaching, digital transformation and approaches to strengthening students’ learning through innovative didactics. 

Ilona Södervik. University of Helsinki. "STEAM Education Impact for Pupils and Teachers" 

Nikolina Nikolova. Sofia University "St. Kliment Ohridski", Bulgaria. "Digital transformation of education in Bulgaria: addressing the gap between school and university in computer science/IT education" 

Lukasz Kaczmarek. Institute of Materials Science and Engineering, Lodz University of Technology, Poland. "Current Situation of Chemistry and Science Education in Poland" 

Richard Alan Cohen. Vilnius University, University at Buffalo, SUNY. "Levinas, Philosophy, Pedagogy” 

Marika Parviainen. Turku University, Research Institute for Learning Analytics, Finland. "Integrated Mathematical and Computational Thinking Education in Fourth Grade: Insights from Interventions in 51 Lithuanian Schools" 

Jo Lieve Mieke Van Hoof. Turku University, Research Institute for Learning Analytics, Finland. "The role of intuition and inhibition in students' mathematical reasoning" 

Ewa Filipiak. Kazimierz Wielki University, Educational Change Laboratory – Center for Research on Learning and Development, Poland. "The development of theoretical thinking in children of primary school age. From theory to change in practice." 

Advancing Teacher Learning through Research and Innovation 

This session will examine teacher professional learning, professional development, teacher agency, learning analytics and new approaches to understanding and improving teaching practice. Contributions will address how research and innovation can support teachers and strengthen professional learning environments. 

Yasemin Gülbahar Güven. Teachers College, Columbia University, USA. "How to Effectively Use Learning Analytics in Education?" 

Bart Declercq. KU Leuven, Belgium. "Measuring and Monitoring (Pedagogical) Quality in ECEC for Children Aged 0–3 in Flanders (Belgium)" 

Christopher Bezzina. University of Malta. "Professional Learning versus Professional Development: How Communities of Learning enhance Teacher Agency" 

Halszka Jarodzka. Open Universiteit, the Netherlands. "Developing teachers’ professional vision using eye-tracking in educational practice" 

Alan Gorman. Dublin City University, Ireland. "Rethinking Professional Development: Professional Doctoral Pathways for Future-Focused Education Systems" 

Lisa Bardach. Justus Liebig University Giessen, Germany. "Opportunities, challenges, and future perspectives for studying learners‘ motivation in digital learning environments" 

Education Systems in Times of Change and Uncertainty 

This session will explore how education systems respond to changing social, environmental and technological conditions. Topics will include futures thinking, inclusion in times of crisis, immigrant learners, climate and social challenges. 

Antti Laherto. University of Helsinki, Finland. "Futures Thinking in Science, Sustainability and Teacher Education" 

Rajib Shaw. Keio University, Japan. "The Intersection of Climate, Social, and Emotional Challenges: Designing Next-Generation Learning Environments" 

Joanna Rokita-Jaškov. University of the National Education Commission, Krakow, Poland. "Teacher’s Attitudes to Working with Immigrant Students: The Cases of Lithuania and Poland" 

Yuliana Lavrish. National Technical University of Ukraine, Igor Sikorsky Kyiv Polytechnic Institute, Kyiv, Ukraine. "Reframing Inclusion in times of crisis: Trauma-Informed pathways for integrating displaced learners". 

The Forum programme includes five practical workshops designed for teachers, teacher educators, researchers and other education professionals. The workshops will provide opportunities to engage directly with research-informed approaches, explore practical tools and discuss how emerging ideas can be applied in educational settings. Please be aware, that the workshops happen in parallel with the thematic sessions. 

Marco Cremaschi. "From Curiosity to Classroom Practice: Responsible Artificial Intelligence for Self-Directed Learning" 

This practice-oriented workshop will explore how artificial intelligence can be responsibly integrated into education, with particular attention to supporting self-directed learning in online and blended environments. Participants will work with concrete classroom scenarios and examine both the opportunities and challenges of using AI in educational contexts. 

The workshop will address risks including bias, overreliance and data privacy, alongside practical safeguards and ethical considerations. Through guided discussion and practical examples, participants will explore strategies for using AI to strengthen learner autonomy, critical thinking and digital responsibility.  

Dr Marco Cremaschi is a computer science researcher at the University of Milano-Bicocca, working at the intersection of artificial intelligence and machine learning, knowledge graphs and semantic technologies. His recent work includes large language models, AI-supported decision-making, human-centred evaluation and digital tools, with a particular interest in responsible AI and its application to learning and knowledge work. 

Dr António Nuno de Moura Marques Correia de Faria. "Augmented Reality and Artificial Intelligence: Ethical and Pedagogical Use in the Classroom" 

This practical workshop will explore how augmented reality (AR) and artificial intelligence (AI) can be combined to enrich classroom teaching while addressing the ethical questions associated with emerging technologies. Participants will engage with AR and AI tools through a hands-on learning scenario and examine their pedagogical possibilities. 

The workshop will address AI literacy, transparency, bias, data protection and responsible prompting, as well as the pedagogical integration of AR in science, biology and geology education. Participants will experiment with technology-supported learning activities and develop short learning scenarios that can be adapted to their own teaching or research contexts. The session will combine demonstrations, collaborative design and reflective discussion.  

Dr António Nuno de Moura Marques Correia de Faria is an Assistant Professor at Universidade Europeia in Lisbon and a researcher specialising in digital technologies, science education and pedagogical innovation. His research includes augmented reality, AI-supported pedagogy, evidence-based and multimodal learning, and technology-supported assessment. 

Ewa Filipiak. "Developmental Teaching Approach in Everyday Teachers’ Practice" 

The workshop will introduce participants to V. V. Davydov’s developmental teaching concept and its main assumptions, with a particular focus on the framework for creating developmental tasks. Participants will examine empirical material from an experiment using developmental tasks in early childhood education. 

The session will connect theoretical perspectives with everyday educational practice and invite participants to work directly with selected developmental tasks. It is intended for educators, both theoreticians and practitioners, interested in developmental approaches to education.  

Prof. Dr habil. Ewa Filipiak is an educator and full professor at Kazimierz Wielki University, Head of the Department of Didactics and Culture of Education Studies and founder of the Laboratory for Educational Change. Her research focuses on learning and development and on innovative implementation research that connects educational theory with changes in the practice of teaching and teacher education. 

Valeria Minucciani & Gianluca D’Agostino. "Everything Happens Within Space" 

This interactive workshop will explore how spatial configurations and interior environments can influence meaning, emotions and wellbeing. Participants will experiment with different components and atmospheres of interior space and develop alternative design solutions. 

Drawing on insights from neuroscience, the workshop will examine how spaces can be designed to foster wellbeing and evoke emotions. Museum environments will serve as possible examples of informal learning settings. The session invites participants to consider the relationship between space, experience and learning through practical experimentation and discussion.  

Prof. Valeria Minucciani is Professor at the Department of Architecture and Design at Politecnico di Torino, with expertise in interior architecture, museum architecture and exhibition design. Her research connects spatial design, cultural communication, neuroscience, emotions and wellbeing. 

Dr Gianluca D’Agostino is an architect and researcher whose work connects architectural heritage, museums and education. He leads the Horizon Europe META-MUSEUM project and has extensive international experience in research, museum education and the development of spaces that support learning and social inclusion. 

Mikko-Jussi Laakso. "From Classroom Data to Research Findings: Learning Analytics in the DigiMaths4All" 

This interactive workshop will explore how data collected in digital learning environments can be used to understand students’ progress, motivation and problem-solving strategies and to support data-informed pedagogical decision-making. Drawing on experiences from the DigiMaths4All project, participants will work with examples from the ViLLE learning environment, including student activity monitoring, learning analytics indicators, automated feedback and analysis of students’ solutions. 

The workshop will also examine how technology-enhanced educational interventions can be designed, implemented and refined in real classroom settings using design-based research principles. Participants will be introduced to approaches to data analysis, statistical methods and data visualisation, and will discuss how learning analytics can contribute both to educational practice and to scientific research.  

 Mikko-Jussi Laakso is a researcher and professor specializing in learning analytics. He serves as the director of the Turku Research Institute for Learning Analytics (TRILA) at the University of Turku. Laakso specializes in learning analytics, digitally supported learning, pedagogical systems, programming education, gamification, and machine learning in education. Laakso has played a key role in developing the ViLLE learning environment. 

A central theme of the Global Perspectives in Educational Research Forum is the relationship between educational research and decision-making. The programme therefore goes beyond the presentation of research findings to consider how research can become more useful for education policy and practice. 

The discussion “Bridging Research and Decision-Making in Education” will bring together researchers and policymakers to discuss how evidence is identified, communicated and used in policy development. The conversation will address the conditions needed for more sustained interaction between researchers, policymakers and education practitioners, and will explore practical ways of strengthening these connections. 

The Forum will conclude with a panel discussion "What Makes Effective Didactics Today?" bringing together researchers working across different areas of education to consider what effective didactics means in contemporary educational contexts. The discussion will connect research evidence with classroom practice and explore how teaching approaches need to respond to changing learners, technologies and educational environments.