Recerca

TEACHer: Self-Developed Teacher Education Research Ethics Competency

While there is widespread support for the notion of teacher-as-researcher, and numerous national organisations provide funding and policies to guide teacher research, no organisations take responsibility for providing ethics advice. This project aims to develop innovative digital resources that can be used by teachers who do not have ethics oversight to enhance their education research ethics (ERE) competence, thus building their capacity and confidence to engage with classroom-based research that is not harmful to themselves or others. The resources produced are being created in partership with and tested by teacher-researchers.

International Teaching Clinic Network

The International Teaching Clinic Network (ITCN) project aims to scale and transfer the benefits of Teaching Clinics (TCs) across international teacher education programs. Its overarching goal is to build a transnational network that enhances the quality, flexibility, and impact of teacher education by embedding service-learning and research-based teaching practices into collaborative, real-world contexts.

The project engages pre-service and in-service teachers through virtual and in-person events, training sessions, and digital platforms, fostering cross-border exchange and professional development. The ITCN also seeks to produce high-quality digital resources, expand the diversity of student-led educational projects, and conduct continuous evaluation of its impact on teaching and learning ecosystems..

EBPGAME: Evidence-Based Practice Escape Room for Healthcare Education

The  EBPGAME project aims to design and implement an innovative digital escape room to enhance knowledge and application of Evidence-Based Practice among healthcare students and professionals. The escape room simulates realistic clinical scenarios in a safe, interactive environment, allowing participants—individually or collaboratively—to assess patient cases without bearing the full responsibility of real-life clinical decisions.

Developed with direct input from target users, the game follows a multi-stage process: initial design, mock‑up creation and feedback workshops, pilot testing to evaluate user satisfaction and knowledge gains, and final implementation. After refinement, the escape room will be embedded in the curricula of partner institutions and disseminated to reach both educational and professional healthcare environments.

By bridging the gap between theoretical learning and clinical application, EBPGAME offers a dynamic, engaging method for building EBP competencies. Additionally, it seeks to boost the visibility and attractiveness of nursing and broader healthcare professions, helping to improve public perception and encourage student enrollment.