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This book series explores the transformative potential of emerging scholars from Education PhD programs, focusing on those who push the boundaries of traditional research and practice. As these next-generation researchers navigate their early careers, they bring forth fresh insights, innovative methodologies, and a deep commitment to addressing some of the most pressing challenges in education—from equity and access to technology integration and policy reform.
Through an intergenerational scholarly dialogue between PhD students and their supervisors, each volume in the series offers a collaborative platform where emerging trends and critical topics are examined. These conversations draw on the broad themes covered by the PhD programme in Pedagogy, Education, and Training, which include both foundational and experimental research. Topics such as educational processes, evolving teaching methodologies, and training models are all addressed in light of reforms aimed at enhancing the European dimension of education. The series highlights diverse pedagogical research, from theoretical and applied studies to real-world experimentations, drawing on national and international scholarship to examine educational systems and teaching practices.
Each contribution in this series retraces the program’s engagement with essential research areas, including Curriculum 1: Pedagogical Sciences and Curriculum 2: Research on Inclusion, Well-being, and Sustainability in Education. Together, these strands support PhD candidates in their pursuit of knowledge about key theories and disciplined approaches to research, equipping them to design and execute research projects that impact education, teaching, and training practices. By exploring critical themes—such as inclusive education, social well-being, and the promotion of sustainable educational practices—this series underscores the role of educational studies in fostering human and social development within complex, globalized societies.
In spotlighting the unique trajectories and contributions of these emerging talents, the series not only reveals the evolving career pathways within educational research but also emphasizes the broader impact of their work on the educational landscape.
Through the perspectives shared, readers gain insights into how the next generation of educational researchers is shaping more inclusive, impactful systems that align with global educational aspirations.
Under call for books, coordinated each year with one/two member of the Scientific Committee/School of PhD and one external guest. THe three will act as Guest Editors. The proposal will be selected by the PhD academic board (Collegio Docente). Each proposal will freely deal with a topic. The book will not exceed, each year the 120.000 characters and will not be inferior to 80.000. Each chapter could contain 5000-8000 words. The Guest Editors will curate a preface or a postface.
Each chapter will contain ongoing research by the PhD student, with a critical/self-reflective position relating her or his “journey” as PhD: a methodological note, with a response from her/his supervisor. Beyond the specific topics, the book series should be a rich space for methodological debate.
The series highlights the importance of new voices and ideas in educational research while emphasizing the broader impacts of their contributions. By offering edited books where “intergenerational scholarly dialogue” is embraced, each piece will cover emerging trends and topics in research.
2025-2026: Navigating Methodological Complexities in a Postdigital World. Exploring possible future(s).
