JavaScript is Disabled
Your browser's JavaScript functionality is disabled. It has to be enabled to use this function of ConfTool.
Here you can find information on how to enable JavaScript
If you have any problems, please contact the organisers at ecer2026@eera.eu.

Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the time zone of the conference. The current conference time is: 19th Aug 2026, 21:28:44 EET

Daily Overview

Session

27 SES 03 A: Twenty Years of the EERA Network 27 : European Didactics Research from Foundations to Future Directions

Time:

Tuesday, 18/Aug/2026:

17:15 - 18:45

Session Chair: Florence Ligozat

Location: Pikku-Rusko | Hotel Torni |

50 pers

Panel Discussion

Presentations

27. Didactics - Learning and Teaching
Panel Discussion

Twenty Years of the EERA Network 27 : European Didactics Research from Foundations to Future Directions (part I)

Florence Ligozat¹, May Jehle³, Eva Lundqvist⁴, Georg Breidenstein⁵, Stefan Ting Graf⁶, Kirsti Klette²

1: University of Geneva, Switzerland; 2: Oslo University, Norway; 3: Johannes Gutenberg University Mainz, Germany; 4: Uppsala University, Sweden; 5: Martin Luther University Halle Wittemberg, Germany; 6: UCL University College Odense, Denmark

Presenting Author: Ligozat, Florence; Jehle, May; Lundqvist, Eva; Breidenstein, Georg; Ting Graf, Stefan

The Network 27 “Didactics: Learning and Teaching” will celebrate 20 years of development within the EERA in 2026. This network is a unique place in Europe for discussing and overcoming the fragmentation of research paradigms on teaching and learning. The search for similarities and differences between research traditions about “Didaktik” in continental countries and “Curriculum” in Anglo-American cultures (Gundem & Hopmann, 1998; Hudson & Schneuwly, 2007) can be regarded has been a key step for mapping the field around the concept of “Bildung” (Hudson & Meyer, 2011; Schneuwly & Vollmer, 2018). Over the years, debates have shifted towards more empirical concerns, for characterizing the complexity of learning methods, teaching practices, and content selection (Ligozat & Almqvist, 2018; Ligozat, Klette & Almqvist, 2023; Hudson, Olin-Scheller & Wegner, 2025). This shift is featured by the construction of frameworks for comparing teaching and learning actions across subjects and educational contexts; methodologies for classroom observation including video studies of teaching and learning; literacies, language use across school subjects and the tacit dimensions of teaching; gender teaching resources and characterization of teachers’ work within the school systems as well as the relation between classroom research and teachers’ professional development, etc. Recent topics now embrace the impact of environmental, economic and political uncertainties on teaching and learning, key aspects of teaching quality and the digitalization of teaching resources and learning practices.

This panel will bring together the voices of scholars in the field of Didactics research, from different research traditions in Europe (general didactics, subject didactics, comparative didactics, classroom research, curriculum approaches to teaching and learning, etc.) and who are strongly involved in these issues. Their task will be to address two or three common questions, in order to trace the developments in the field from their point of view.

From your research perspective, what concepts (or conceptual system) are central to understanding the complexity of teaching and learning in classrooms or other contexts ?
Over the past 20 years, what do you consider as major advances in the field of Didactics, subject-specific research on teaching and learning, curriculum and/or classroom research?
To date, what do you consider to be the greatest challenges for the field of Didactics in responding to a changing and uncertain world? What new conceptualizations, methods, or fields of investigation are emerging or should be fostered ?

References
-Gundem, B. B., & Hopmann, S. (Éds.). (1998). Didaktik and/or curriculum : An international dialogue. P. Lang.
-Hudson, B., & Schneuwly, B. (2007). Didactics – learning and teaching in Europe. Editorial. European Educational Research Journal, 6(2), 106 108.
-Hudson, B., & Meyer, M. A. (Éds.). (2011). Beyond Fragmentation : Didactics, learning and teaching in Europe. Barbara Budrich Publishers.
-Hudson, B., Olin-Scheller, C. & Wegner, A. (Éds.). (2025). Transnational and Interdisciplinary Perspectives on Subject Didactics. Journal of Curriculum Studies (Special issue), 57 (5).
-Ligozat, F., & Almqvist, J. (Éds.). (2018). Conceptual frameworks in didactics – learning and teaching : Trends, evolutions and comparative challenges. European Educational Research Journal (Special issue), 17(1). Sage Publishers. https://doi.org/10.1177/1474904117746720
-Ligozat, F., Klette, K., & Almqvist, J. (Éds.). (2023). Didactics in a Changing World : European Perspectives on Teaching, Learning and the Curriculum (Vol. 6). Springer International Publishing. https://doi.org/10.1007/978-3-031-20810-2
-Schneuwly, B., & Vollmer, H. J. (2018). Bildung and subject didactics : Exploring a classical concept for building new insights. European Educational Research Journal, 17(1), 37‑50. https://doi.org/10.1177/1474904117696096
Chair
Kirsti Klette, kirsti.klette@ils.uio.no