The 6th Imagining Better Education Conference, IBE 2025

Imagine Better Education 2025 (IBE) is a postgraduate-led conference designed as a friendly and supportive space for researchers at all stages to share ideas around question assumptions and imagine new possibilities for education. The conference welcomes submissions from across education and the broader social sciences. It especially encourages contributions that draw on interdisciplinary approaches or challenge conventional boundaries in thinking about education. 

Call for Abstracts 

We welcome submissions under the broad theme of Imagining Better Education, including interdisciplinary and critical research from fields such as: 

• Cities, Spaces and Mobilities 

• Culture, Media and Society 

• Environment and Society 

• Gender and Sexuality 

• History, Politics and Policy 

• Race, Ethnicity and Migration 

• Science, Technology and Innovation 

• Sociology of Education 

📝 Abstract deadline: 31 July 2025 
📨 Submit via: Registration and Submission Form 
📧 Contact: imaginingbetter.education@durham.ac.uk  

Conference Features 

• Paper Presentation (15 min) 

• Poster  

• Workshop 

• Keynote Speakers  

• Opportunities for Publication, Networking and Collaboration 

Publication Opportunities 

Select presenters will be invited to submit written versions of their presentations for inclusion in our post-conference proceedings. This is an excellent opportunity to share your work with a broader audience and contribute to ongoing conversations around imagining better education. Previous conference proceedings can be found here (https://durham-repository.worktribe.com/output/1675899/imagining-better-education-conference-proceedings-2022). 

Stay Connected 

Follow us on social media for updates: 
🐦 Twitter/X: @ImagineBetterEd 
📸 Instagram: @imaginebettered 
🌐 Bluesky: @imaginebettered.bsky.social 

Use the hashtag #IBE2025 to join the conversation before, during and after the conference. 

Funding Acknowledgement 

The IBE Conference 2025 is generously supported by: 

• The School of Education, Durham University 

• Durham Centre for Academic Development (DCAD) 

• The ESRC NINE Doctoral Training Partnership