With the amalgamation of Science Foundation Ireland and the Irish Research Council into a new research funding body, Taighde Éireann – Research Ireland, the country’s research and innovation sector enters a new era. This article provides an overview of Research Ireland’s priorities, aims, opportunities, and challenges at this critical juncture.

The article discusses the need to align PhD education with the demands of the modern research ecosystem, recognising that PhD graduates increasingly pursue careers outside traditional academic pathways. It outlines Maynooth University’s vision for its new Graduate Research Academy, and it advocates for a PhD experience that is more adaptable and supportive, allowing students to thrive in both academic and non-academic environments.

Parents have a profound impact on children’s learning, interests and educational/career outcomes. This article describes our community action research project at National College of Ireland, which we are conducting with parents in Dublin’s north inner city. It explores their attitudes to and awareness of STEM, to discover how best to support parents in keeping their children safe, engaged, and learning in the modern digital ecosystem.

Nikki Ryan
Researcher, Early Learning Initiative, National College of Ireland

Céilim Rowsome-Kelly
Research Intern, Early Learning Initiative, National College of Ireland

Paul Stynes
Professor and Dean of School of Computing, National College of Ireland

Josephine Bleach
Director, Early Learning Initiative, National College of Ireland

This article reports on a research study exploring first-year students’ experiences of early childhood education and care (ECEC) field visits. It describes the benefits and challenges encountered, and summarises the findings. These include enhanced student motivation and the importance of preparing students adequately for field visits. The study suggests that such experiential learning could foster student engagement and professional development, enhancing their overall outcomes.

The need for innovative professional development for educators has never been more critical. The Erasmus+ funded TUTOR project addresses this need by developing a comprehensive continuing professional development programme and a central hub for Europe-wide teacher exchanges, sharing of resources, and communities of practice. This article introduces and describes the TUTOR project structure, aims, and hopes.

The Teachers’ Research Exchange (T-REX) is a non-profit online community that was established to facilitate and support interdisciplinary collaboration on evidence-based practice and education research across numerous professional boundaries in Ireland. This article outlines the key features of T-REX and discusses the significant developments that occurred in 2024 during phase 3 of the project.

Ireland’s DEIS policy (Delivering Equality of Opportunity in Schools) is approaching the 20th anniversary of its publication. Findings from a recent OECD review will undoubtedly influence its future. This article highlights how some of the issues raised in the review also apply to other policies, and it considers how learning from related policies may usefully inform DEIS.

Sharon M. Nelis
Research Associate, Educational Research Centre

Guidance counsellors in schools play a pivotal role in supporting student wellbeing across personal, social, educational, and career domains. Their holistic approach helps students make decisions, cope with emotional challenges, and navigate their educational and career paths. However, limited guidance hours and inadequate resources highlight the need for increased support and recognition of their essential contributions to student wellbeing.

The article examines the integration of migrant and refugee children into Ireland’s education system, focusing on the challenges they face and strategies to improve their academic and social inclusion. It emphasises the importance of cultural integration programmes and partnerships with mental health professionals to create an inclusive environment. It argues that addressing these challenges is essential for the success of migrant and refugee children and fostering a more inclusive and cohesive Irish society.

The focus of this research builds on the new Junior Cycle History specification, which examines how ‘big-picture’ thinking can be used in Irish post-primary classrooms. This article examines the experience of student teachers in navigating the new specification and suggests possible supports to assist them in their practice.

Drawing from the first author’s doctoral research, this article summarises the current and unique obstacles facing autistic young people enrolled in mainstream post-primary educational settings in Ireland. It highlights the urgent need to create a space for these students to be heard on matters affecting their lives.

This article spotlights a programme in Trinity College Dublin for teachers in Irish-medium and Gaeltacht schools, outlining its key principles in the context of an international research base on teacher professional development and immersion education. It underscores the importance of collaborative learning, building leadership capacity in and through the programme, and the crucial role of practice and practitioner research.