CFP: Teacher Professional Development and Educational Quality in Changing Learning Environments
Mathematics Education Researchers (MER) community
Educational systems are increasingly shaped by rapid social, technological, environmental, and institutional transformations. These changes require renewed attention to how teachers develop professionally, how educational quality is assured, and how learning environments can remain inclusive, relevant, and responsive to learners’ needs. In this context, teacher professional development is no longer limited to periodic training, but becomes a continuous, evidence-informed, and institutionally supported process connected with curriculum renewal, assessment practices, pedagogical innovation, digital transformation, responsible use of AI, and quality enhancement.
This Collection invites theoretical, empirical, comparative, and practice-oriented contributions exploring teacher professional development and educational quality in changing learning environments. It welcomes studies examining how teachers, teacher educators, educational leaders, and institutions respond to new demands related to competence-based education, flexible learning pathways, inclusive and accessible education, sustainability, AI-enhanced and digitally mediated learning, labour market changes, and institutional resilience.
Particular attention will be given to research on professional learning models, teacher competence development, internal quality assurance systems, curriculum design, learning outcomes assessment, educational leadership, and collaboration between education providers, communities, and employers. Contributions may address different sectors of education, including higher education, vocational education and training, professional pre-higher education, teacher education, adult learning, and continuing professional development.
The Collection also encourages research that critically analyses challenges and limitations of educational transformation, including the ethical, pedagogical, and quality assurance implications of emerging technologies and AI tools. This is especially relevant in contexts affected by inequality, resource constraints, crisis, displacement, demographic change, or post-crisis recovery. By bringing together diverse international perspectives, this Collection aims to deepen understanding of how educational institutions can strengthen teacher professionalism, improve educational quality, and design learning environments that are sustainable, inclusive, digitally responsible, and future-oriented.
Submission deadline29 April 2027
More: https://link.springer.com/collections/bfaedagfcj