Call for papers

FERA Conference 2026   

August 17–18th, 2026 

Tampere, Finland 

CALL IS OPEN – MAKE A SUBMISSION HERE 

Deadline for Submissions April 30th, 2026 

(Decisions are informed by May 15th)  

The theme for FERA 2026 – Educational science knowledge and societal impact – do we have the power? – calls us to reflect on the impact of our educational research and practice. Especially in Finland, we have trusted that decision-makers have at least the desire to make decisions based on research. But what is our impact in the end? Is it changing? Are we being heard, how and when? How can we think of educational challenges together? 

This theme invites us to look critically at our research, theoretical development, and practices and consider ways to make them more visible and impactful for policy makers, the education community, and stakeholders nationally and internationally. It also calls for joint action and rethinking how we collectively can be stronger.

The discussion topics are listed below: 

Well-being and education / Hyvinvointi ja koulutus 

• How should well-being be defined and measured? A call for conceptual and methodological dialogue /Miten hyvinvointi tulisi määritellä ja mitata? Kutsu käsitteelliselle ja metodologiselle vuoropuhelulle 

 Feminist studies / Feministinen tutkimus  

• Questions of Knowledge and Power in Feminist Studies /Tiedon ja vallan kysymykset feministisessä tutkimuksessa 

 Intercultural and global education / Interkulttuurinen ja globaali kasvatus 

• Education towards Social Justice and Equality in a Time of Multi-Crisis: Perspectives on the Intersections of Social, Cultural and Ecological Sustainability/ Kasvatus kohti sosiaalista oikeudenmukaisuutta ja yhdenvertaisuutta monikriisin ajassa: näkökulmia sosiaalisen, kulttuurisen ja ekologisen kestävyyden risteyksiin 

Education and social change / Koulutus ja yhteiskunnallinen muutos 

• Education as a driver of social change: What must be preserved and what must be reformed to increase hope for a good future? / Minkä pitää säilyä ja minkä uudistua, jotta pystytään lisäämään hyvän tulevaisuuden toivoa? 

• Concepts and theories of education supporting the goal of sustainability education for full humanity, a thriving society and a good future / Kasvatuksen käsitteet ja teoriat tukemassa kestävyyskasvatuksen tavoitetta täydestä ihmisyydestä, kukoistavasta yhteiskunnasta ja hyvästä tulevaisuudesta 

Cultural-Historical Activity Theory research / Kulttuurihistoriallisen toiminnanteorian tutkimus 

• Future directions of CHAT research and scholarship / KHT-tutkimuksen tulevaisuus 

Social interaction / Sosiaalinen vuorovaikutus 

• Participation built through interaction: what can it mean and how can it be studied? / Vuorovaikutuksessa rakentuva osallisuus: mitä sillä voidaan tarkoittaa ja miten sitä voidaan tutkia? 

• Joint review of interaction data – possibility to bring your own data to the data session / Vuorovaikutusaineistojen yhteistä tarkastelua – mahdollisuus tuoda omaa aineistoa datasessioon 

Higher education pedagogy / Yliopistopedagogiikan tutkimus 

• Research in university pedagogy and development of teaching / Yliopistopedagogiikan tutkimus ja opetuksen kehittäminen 

Art education / Taidekasvatus 

• Questions of knowledge of art and skills / Kysymyksiä taiteen taidoista ja tiedosta

 History and Philosophy of education / Kasvatuksen historia ja filosofia 

• Riddles of existence: childhood, education and meaning in life? Olemassaolon arvoituksia: lapsuus, kasvatus ja merkityksellinen elämä? 

Guidance education / Ohjausala tutkimus 

• In what ways does research on guidance have an impact on society? How can we strengthen the societal impact of our research? / Millä tavoin ohjausta koskeva tutkimus vaikuttaa yhteiskunnassa? Miten voimme vahvistaa tutkimuksemme yhteiskunnallista vaikuttavuutta? 

• What kind of new emphases and development directions research in the field of guidance should or could take in the future – also to strengthen the societal impact of research./ Millaisia uusia painotuksia ja kehityssuuntia ohjausalan tutkimuksen tulisi tai voisi tulevaisuudessa ottaa – myös tutkimuksen yhteiskunnallisen vaikuttavuuden vahvistamiseksi? 

 Digital and Media Education / Digitaalinen ja mediakasvatus 

• Is the time of digital pedagogy already over – should we talk about post-digital pedagogy?” / Onko digitaalisen pedagogiikan aika jo ohi – pitäisikö puhua post-digitaalisesta pedagogiikasta?” 

• How should digital learning and media education be examined at a time when the discussion revolves around mobile phone bans, social media boundaries and screen time? / Miten digitaalista oppimista ja mediakasvatusta pitäisi tarkastella aikana, jolloin keskustelu pyörii kännykkäkielloissa, somerajoissa ja ruutuajassa?

Early Childhood Education / Varhaiskasvatus 

• The child’s right to support, the organisation of support and the diversity of inclusion / Lapsen oikeus tukeen, tuen järjestäminen ja inkluusion moninaisuus 

• Teamwork in daycare: threat or opportunity? Tiimityö päiväkodissa – uhka vai mahdollisuus? 

• Development of leadership competence in early childhood education and care / Johtamisosaamisen kehittäminen varhaiskasvatuksessa 

 Teacher Education and Training / Opettajankoulutus 

• Teacher education in our era: Visions and bold ideas – Finding solutions together / Opettajankoulutus ajassa: Visioita ja rohkeita ajatuksia – yhdessä ideoiden ratkaisuja 

Eye tracking research in education / Kasvatustieteen katseenseurantatutkimus

• Scientific impact of implementing online measure in educational sciences / Verkossa tapahtuvan mittaamisen soveltamisen tieteellinen vaikutus kasvatustieteissä 

Artificial intelligence in education / Tekoäly kasvatuksessa 

• Education and Learning in the Age of AI: What Do We Know and What Don’t We Know Yet? /Opetus ja oppiminen tekoälyn aikakaudella: mitä tiedämme ja mitä emme vielä tiedä? 

• AI and Democracy: What Is the Role of Educational Science? / Tekoäly ja demokratia: mikä on kasvatustieteen rooli? 

FinEd special call / FinEd – erikoiskutsu 

• Yhdessä väitöspolulla – näkökulmia ohjaukseen, tukeen ja väitöskirjaprosessin haasteisiin

Submissions and working method for FERA 2026 

Considering FERA’s exceptional circumstances this year, the scientific program will emphasize interaction and educational discussion among colleagues. Instead of research paper or poster presentations, we propose a research-based discussion session on specific discussion topics. To participate in the discussion sessions, you are invited to submit a contribution piece (see guidelines below).  

All submissions will be analysed by a group of representatives of the association’s Special Interest Groups and invited scholars. Submissions in each discussion topic will be compiled and brought up to be discussed during the conference in discussion sessions, and they will be shared to participants in advance to serve as a basis for discussion (see more information below).   

Submitting a contribution piece 

Contribution pieces are written in the format of an extended abstract or short essay with 800-1200 words. It is an argument driven text that draws on the author’s empirical work, theoretical orientation, or professional practice and has the primary purpose to open a generative dialogue with other scholars, rather than to report finished research. 

We expect the contribution pieces to be structured in the following way: 

1. Title

A clear, meaningful title that signals the core idea or provocation. It should express what conversation you want others to enter, not simply the topic. 

Examples: “Rethinking Learning Environments Through Relational Ethics” or “What Counts as Evidence in Early Childhood Practice? A Provocation” 

2. Locating Yourself and Your Work  

A brief positioning section that explains: Who you are as a researcher/practitioner. The context you’re drawing from (empirical study, theory, practice setting).Why this topic matters in the broader educational landscape. This orients readers and makes transparent the standpoint from which your questions arise — essential for meaningful dialogue. 

3. Core Insight or Tension

A key idea, insight, or surprising finding or a tension, contradiction, or problem in their field/practice. This is not a full research report although it can derive from it. It should be succinct, conceptually clear, theoretically or empirically grounded, and intentionally unfinished to offer a meaningful but open-ended contribution that others can extend, contest, or connect with their own work. 

4. Dialogue Invitations

Instead of the typical “discussion” section, this is where the author actively builds bridges to others’ scholarship and perspectives. This may include: 

(A) points of connection, linking your idea/tension to other theories, debates in education, methodological challenges, or shared practical dilemmas. 

(B) Questions for Co-Thinking, guided by genuine questions, not rhetorical ones. This shows where dialogue is possible. 

(C) Proposed Directions for Collective Inquiry, raising possibilities for collaborative conceptual expansions or provocations that invite multiple interpretations. 

5. Reflective Closing 

A short reflection that summarizes why this contribution matters for the collective field, and how it invites others to bring their own tensions, insights, or discomforts. 

The accepted contribution will be published in a Conference Proceeding by Trepo.  

Technical guidelines for preparing your submission 

Submissions will be accepted in Finnish, Swedish, and English. 

Avoid providing identifying information about authors in your contribution piece. You may use a small piece of evidence or illustration, such as a short vignette, a quote, or a theoretical excerpt that provides grounding. However, tables and figures are not supported in the submission process. 

Include a reference list according to APA7 style (reference list is not counted in the word limit).

We assume that the first author is the corresponding/presenting author. If not, please email the conference organizers. First authors must register for the conference until May 20th, 2026, or the contribution will be dropped from the program. 

Acknowledgements and further information will be sent to the first author only. The first author of each paper is asked to be in touch with all co-authors.  

An individual can submit no more than two contribution pieces as a first author, but may be part of the group in other proposals. 

You can find a Template for submission here.  

Guidelines for participating in Discussion Sessions 

Discussion sessions will be chaired by one/two representatives of FERA’s SIG members or by guest scholars invited by the conference organisers. The chair(s) will present a compilation of contributions for each discussion session and will coordinate the discussion. The discussion sessions have a duration of 90 minutes and are structured in the following way:

Opening (5 minutes)

The chair introduces the cluster theme, the process, and the aim, generating dialogue. They may showcase some of the most recurring lines of argument or most impactful questions. 

Author Round: 1-minute offerings (5–10 minutes total)

Authors who would like can give one sentence describing their key points and bring a genuine question they hope others respond to. A max of 10 authors will be expected to speak. 

Dialogic Weaving (45 minutes) 

The chair weaves the discussion by connecting resonances, contrasting surface tensions, or extending argumentation.

Collective Harvesting (10 minutes)

The chair facilitates quick reflections based on prompting questions such as: 

• What conceptual shifts happened? 

• What surprised us? 

• What new questions emerged? 

Reflections will be captured on a whiteboard or shared document, which will become the cluster’s knowledge artefact for the conference and will be made available for all participants of that session. 

Closing (2–3 minutes)

Chair closes the session, summarising 2-3 insights, naming possibilities for cross-cluster conversations later. 

The discussion sessions will be open for all conference participants. However, only the accepted and selected contribution pieces will be invited to present their ideas. The discussion sessions adopt a flipped learning approach; therefore, all accepted contributions will be shared with conference participants prior to the conference, allowing time to familiarise yourself with the materials.