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Research Centres

The Cultures, Academic Values and Education Research (CAVE) Centre

The Cultures, Academic Values and Education Research (CAVE) Centre is engaged in research in higher education that ascribes to an understanding of education as a process directed at human flourishing, integrity and truth. Its members include staff of the School of Education and associates from the wider College and other higher education and research institutes.


The Centre was established as a School of Education research group in 2010, upon the founding principle that education is a process directed at human flourishing, integrity and truth. The Centre defined ‘human flourishing’ as that which is enabled or hindered by historical, cultural, linguistic and socio-political factors. The Centre’s emphasis on culture (material and non-material) is linked to that of exploring the values and principles (tacit or otherwise) through which education attains different forms of expression and practice. This is also linked to the principles of ‘integrity’ and ‘truth’. The former acknowledges that education finds its expression in informed human agency not just in statement and assertion. Whereas ‘truth’, functions as the goal of all knowledge and partial understandings remains the dynamic for all educational encounters and endeavours.

The Centre comprises of four academic members of the School, two adjuncts (Dr Selina McCoy of the Economic and Social Research Institute and Dr Jennifer Edmunds of the TCD AHSS Faculty). The Centre also has 18 PhD students undertaking research under the theme of higher education and has seen seven through to successful completion. The CAVE is also a recognized research Centre within the Trinity Long Room Hub Arts and Humanities Institute.

Research Focus

The research focus of the Centre since its inception has been on higher education. This was chosen for three main reasons, firstly it was an area that was badly neglected by the Irish education research community more generally, secondly, the sector was (and still is) undergoing significant structural and systemic changes which were in need of critical investigation. Thirdly, higher education as a site for the production, organization and management of knowledge corresponded well with the principles of the CAVE.

The Centre’s research themes include exploring global, European, national and local: 1) higher educational projects aimed at culturally informed educational initiatives aimed at the promotion of human well-being, development and democracy; 2) the ‘out-comes’ or results of formal higher education on subsequent work-life, continued education, life-decisions, values and attitudes; and 3) educational encounters in higher education, educational leadership, community and adult education.

Over the past four years this has proved to be a successful strategy and has resulted in a number of publications, events and research projects (funded and non-funded). The CAVE has generated €425,326 in research funding, hosted four major events, presented 18 conference papers and produced 20 publications.

Convener: Dr Aidan Seery

Members: Dr John Walsh, Dr Stephen Minton, Dr David Limond, Dr Andrew Loxley

Further Details HERE


Centre for Research in Information Technology in Education (CRITE)

CRITE is a cross-faculty centre involving the Department of Computer Science and Statistics. CRITE is a multi-disciplinary research centre the focus of which is upon creating and evaluating innovative learning experiences, inspired by educational principles and technical progress.


CRITE is a cross-faculty centre involving the Schools of Education and Computer Science and Statistics. The Centre currently has 18 members; six are lecturing staff from the two Schools, six visiting research assistants and fellows4 and six PhD students. As a multidisciplinary research centre the focus is upon creating and evaluating innovative learning experiences, which are inspired by both educational principles and technical progress. Bridge21 is the current flagship project of CRITE. Over the past seven years it has developed a model of 21st century teaching & learning which combines the potential of technology with Vygotskian ideas of social constructivism, project based learning, innovative learning space design, creativity, problem solving and reflective practice (College Strategic Plan, 2014-19, A3.2). Development of this model and its implementation in both formal (school-based) and informal contexts has underpinned the main research activity in recent years. The Centre also has six PhD students currently registered and has seen three students to successful completion in recent years.

Research Focus

Although the core of the Centre’s research is built around the relationship between teaching & learning and technology, it has a range of interests which is a reflection of its multidisciplinary nature. The Centre has engaged in research on a range of topics in the area of technology enhanced learning spanning from school based implementation and reform via the Bridge21 approach to innovative tools in the area of on-line virtual worlds to leverage community and collaboration in learning. Other areas of activity have been in relation to technology mediated language learning and maths education and there are emerging research foci in respect of mobile learning and computational thinking. This work has generated a significant number of peer- reviewed publications, conference proceedings and conference presentations. Research funding includes €48,000 from the Iguana Project (an EU Lifelong Learning Programme Jan 2013-Oct 2014) and €500,000 as part of the €1.5 million CPD programme for teachers based in TCD which is being funded by Google. The Centre has also hosted the “CAL: Computer Assisted Learning” conference, the “The World Conference on Mobile and Contextual Learning” and the “IADIS Conference on Mobile Learning”, as well as eight seminars in 2013-14. In the period of 2012 to 2014, CRITE has generated 13 publications, with another 6 in press.

Convener: Dr Keith Johnston & Mr Brendan Tangney:

Members: Dr Ann Devitt, Dr Tim Savage, Dr Joseph Roche and Dr Richard Millwood.

Further Details HERE

Last updated 8 February 2015