This project aims to strengthen engagement between higher education institutions and learned societies to explore future directions for research-informed policy and policy-informing research in science education in England. 
This project examines how demographic decline is shaping STEM education in South Korean schools, and how it is affecting students’ opportunities in STEM fields. 
Drawing on the knowledge of the Grenfell community, this project will develop, implement and evaluate an online professional development programme aimed at developing teachers’ knowledge and skills in teaching about disasters. 
This project is an educational response to the deadly blizzard that hit Buffalo, NY in 2022. We are working with families and teachers in Buffalo to set priorities for climate justice education, drawing on the experience of the blizzard. 
The project combines disaster justice education and community-based participatory research methods to create a space for collaborative learning and identify educational needs and priorities, in collaboration with the Grenfell Tower fire community in London. 
Focusing on the integration of formal and informal education in the context of teaching local history of RMS Titanic, this project worked with history and science teachers and museum educators to develop and pilot a curriculum unit focused on the history of Titanic and Southampton. 
This project brought together disaster researchers, educators, survivors and bereaved families from the UK and South Korea to facilitate dialogues about disaster education. 