Craig Neville, Lorraine Chadwick and Caroline Conlon were delighted to launch their research report, Generative Artificial Intelligence and Professional Learning in Initial Teacher Education, this afternoon at the School of Education, University College Cork.

Praxis Week 2026 brought together staff, students, community organisations, international partners, educators and members of the wider UCC community for a week of dialogue, research, creativity and critical engagement with Global Justice Education.Organised through the School of Education’s Irish Aid-funded Praxis Project, this year’s programme explored how education can respond to an increasingly fractured world marked by conflict, forced migration, inequality, climate crisis, racism and political polarisation. A particular focus throughout the week was the importance of partnership, solidarity and working across differences in ways that recognise questions of power, voice and reciprocity.The week opened with a passionate and thought-provoking keynote from Lassane Ouedraogo, Chairperson of the Africa Solidarity Centre Ireland and University of Sanctuary Support Officer at Trinity College Dublin. Drawing on his extensive experience in migrant rights, anti-racism and human rights advocacy, Lassane challenged participants to consider the responsibility of universities to move beyond inclusion towards justice and meaningful social change.

UCC staff participants in the Digital Badge in Global Citizenship Education and the 15-credit master’s micro-credential ED6082 brought their learning into public space through an ambitious programme of filmmaking, creative practice and exhibition.Led by Dr Gertrude Cotter through the Praxis Project in UCC’s School of Education, the initiative explored film not simply as a means of presenting information, but as a participatory Global Justice Education methodology. Staff participants considered how film and digital storytelling could support critical inquiry, amplify different forms of knowledge, connect personal experience with wider structures and encourage informed public engagement.The filmmaking process also required participants to engage carefully with questions of voice, consent, representation and positionality. They considered who was speaking, whose experiences were being represented, how people with lived experience could participate meaningfully, and how complex global justice issues could be communicated without simplifying them or speaking on behalf of others.