Members of the MïRE group attended the EARLI SIG 17 Conference 2026, organized by the European Association for Research on Learning and Instruction (EARLI), held in Augsburg. In addition to attending the conference, MïRE members contributed to the gathering through paper presentations, workshops, roundtables and posters, and were also involved in the international organisation of the event.
The event was part of the joint conference of SIG 10, 17, 21 and 25 under the theme “Meaningful Metamorphoses: Navigating Learning and Instruction in/for Times of Change”, organised by SIG 21, which invited researchers and practitioners to reflect on how learning and teaching can be rethought in response to current educational challenges.
Within this context, members of the MïRE group led a workshop session entitled “Playful resources to teach and learn research methods in Education” (Carla Quesada-Pallarès, Anna Ciraso-Calí, Helena Roig-Ester, Allan Baez Contreras)
The session introduced and critically examined a set of game-based resources designed to support the understanding of research processes in different educational contexts.
Participants engaged with three playful tools —Building Research, Evidence Battle and Evidence Chain— aimed at fostering reflection on research design, evidence evaluation and decision-making processes. The workshop provided a hands-on experience, encouraging participants to explore the pedagogical potential of these resources and to reflect on their application in both school and teacher education settings.
Workshop sessions are designed to showcase tools, methods or approaches through interactive formats, promoting dialogue and exchange among participants. In this sense, the session fostered discussion around innovative strategies to support the development of research competence and inquiry in education.
MïRE members also presented the studies “Socioemotional Competences in the Training of Prospective Teacher-Researchers: An exploratory study” (Adriana López Padilla, Elena Stamouli, Carla Quesada Pallarès), focusing on the role of socioemotional competences in teacher-researcher development; “Developing Research Competence through Service-Learning in Undergraduate Final Projects” (Allan Baez Contreras Benítez, Carla Quesada-Pallarès), examining the impact of service-learning on research competence; and “Fostering Research Competence and Inquiry Habit of Mind Through Research-Based Service-Learning” (Julia Raberger, Carla Quesada-Pallarès, Konstantinos Gκaravelas, Ulrich Hobusch, Elena Stamouli, Dominik E. Froehlich), exploring the development of inquiry and research skills in teacher education.
Participation in this event provided an opportunity to engage with the international research community, exchange perspectives and connect the group’s work with current debates in educational research and teacher education.
The book of abstracts can be accessed here.
