DCU is unique in Ireland in having a full faculty of education. This article outlines the history and structure of the university’s Institute of Education and shows how it will be centrally engaged in transforming the Irish education system and contribute significantly to knowledge creation and policy development across international education systems.

This article explores the idea of an integrated tertiary education system in Ireland from a practitioner’s point of view, giving prominence to the student perspective. It looks at the potential for the Regional Skills Fora to provide a framework for a more integrated approach to tertiary education provision, and offers proposals for mapping a way forward.

Academics and researchers are well versed in writing for academic journals and publications, but what about an article for the general public? The editor of RTÉ’s Brainstorm project discusses what is required to get a non-academic audience to click on your story.

This article introduces the sustainability paradox of education, highlighting the urgency for reform in the processes and practices of education to address global challenges. It outlines how education for sustainability can be infused in education, with a focus on higher education.

The key to the success of an institutional framework for professional development (PD) is to find and maintain a balance between staff and institute-level goals. A PD framework is needed that supports staff to fulfil their personal PD needs in tandem with institutional goals. This article offers an approach to PD planning based on a discussion of goal-framing theory and contextualised by the National Forum’s PD Framework.

Creative Youth supports the evolution of our learning ecosystem, so that knowledge and creativity are equal partners in the formation of our young citizens – where schools can support creativity and innovation in teaching and learning in an integrated way.

Analysis shows there is a link between HEI resourcing and HEI performance both for Irish and UK institutions. Without an increase in resources, it is difficult to envisage how any tangible improvement in performance can result from the Technological University process. Indeed, the TU process could be counterproductive, as expectations created in key stakeholder groups may prove difficult to reach.

This article presents stark evidence that the current practice of inclusion of children with autism in mainstream primary schools reflects a containment approach, and is maintaining the idea that being a ‘different’ learner requires a ‘special’ approach and environment.

Universal design has the potential to transform the educational system to be an equitable and inclusive environment that celebrates the idea that ‘it’s normal to be different’, through co-designing a learning experience between the learner and the educators that is rewarding and empowering for all.

The pace of change is dramatic. We have longer life spans, increased global competition, and the huge impact of technology and artificial intelligence on future jobs. Irish education needs to adapt and innovate to remain relevant in the future.