Our research

We generate important new understandings of learning and how these can be implemented to enhance inclusion and equity, with work funded by:

• international and local governments
• research councils
• other funding bodies.

Our theoretical and empirical work examines approaches to ensure applications are grounded in sophisticated understandings of the complex social and pedagogic dynamics of learning and classrooms. By using both our own learning environments and our strong partnerships with education systems, ensures that applications are systematically integrated into and evaluated in educational settings.

This work is enhancing educational outcomes, inclusive practices and educational equity including for:

• Indigenous
• multicultural and multilingual
• low socio-economic
• rural and remote and diverse gender, sex and sexuality communities across public and private sectors.

Teams are known for playing a pivotal role in meaningful and lasting impact for international, national and local education systems and partners.

Team members:

• advise international human rights and education bodies
• sit on Ministerial Advisory Committees
• assist in revising educational curricula and resources in these areas.

We generate important new understandings of new technologies and how these can be used to improve rather than harm:

• learning
• educators’ professional practices
• education systems
• their governance.

Recent developments in generative Artificial Intelligence (AI) and other technologies have the potential to profoundly impact the modes, means and methods of learning and teaching, the ways education and care environments work and the societies they serve. We address such issues by:

• drawing upon a vast and diverse array of researchers and educational experts to capitalise on for technologies to reduce bias and support inclusive education (eg First nations representation, students from diverse language backgrounds)
• improving learning design, assessment design and literacy outcomes
• tracking the student journey and providing personalised learning support
• enhancing general capabilities (eg critical thinking, creativity, communication, collaboration, racial literacy etc.)
• supporting professional learning, productivity and professionalism.

We engage with key partners in these areas through advisory roles and funded projects, considering new ways to frame security, privacy and ethics around technologies in education.

The provision of early childhood education is experiencing considerable policy reform locally and internationally; governments are harnessing the social, academic and societal benefits of attendance at high quality ECE services. However, the sector is facing considerable challenges due to:

1. a critical workforce shortage
2. a lack of Australian research about the provision, enhancement and outcomes of quality ECE practice.

We generate important new understandings of early childhood and development across the lifespan, early childhood education and its roles in the context of ongoing education, and best practices in early childhood education systems and professional development.

Our work is nationally leading and rigorous, and we ensure it is translatable to inform government reforms and support effective implementation.

The Centre for Research in Early Childhood Education (CRECE) was established in 2022 and has become a leader in this space. It particularly addresses:

• workforce and quality provision challenges via a membership of 17 ECE researchers
• active HDR membership
• an established stakeholder partnership base supporting work on topics including mentoring, play-based learning, supporting diverse families and integrating new technology for example.