An overview of our 12 Action Research initiatives from 2025

Professional development helps educators develop skills, support learners and ultimately build stronger school communities. One way British Council Partner Schools supports this growth is through the Action Research programme. Each year, school leaders and teachers from across our network explore questions from their own context, test their ideas and share what they find.

Our Action Research programme kicked off in 2024 with 12 researchers from across the world. In 2025, we issued the second round of grants, focusing on three more themes that reflect the biggest challenges and opportunities educators face today:

• Developing effective professional development programmes
• Technology and AI in learning, teaching and assessment
• Leadership at all levels

In this article, you can find an overview of all 12 Action Research initiatives from 2025. Read how each project helped educators reflect on their practice, learn from others and improve outcomes in their schools.

Theme one: Developing effective professional development programmes

This theme explores what strong professional development looks like in practice. The five studies show how Continuous Professional Development (CPD) can influence teaching quality, student confidence and academic progress.

• Impact of gender stereotyping on performance in English at Anderson – Tendai Mendaza, Zimbabwe

  Tendai examined how gender stereotypes affect performance in English. By helping teachers understand bias and reflect on their expectations, the project encouraged more inclusive classroom practices. His research showed that even small changes in teacher awareness can support fairer learning experiences for students.

• The impact of OSS modules on teacher effectiveness – Ayotomi Fasuyi, Nigeria

  Ayotomi studied the use of Online Support for Schools (OSS) modules as part of ongoing professional learning. She explored how structured training helped teachers plan, deliver and reflect on lessons more effectively. Her findings showed that clear guidance and practical tools can help teachers build confidence and consistency.

• Enhancing differentiated classroom instruction through targeted CPD initiatives – Dr Bayan Rababa’h, Jordan

  Dr Bayan explored how tailored professional development can help teachers improve differentiated instruction. By working closely with teachers, she identified strategies that made it easier to support diverse learners. Her research highlighted the value of CPD that is personalised and linked closely to classroom needs.

• Overcoming Mathematics anxiety through CPD interventions and implementation – Innocent Katule, Nigeria

  Innocent focused on Maths anxiety. He investigated how professional development could help teachers recognise and address anxiety in their lessons. The study found that when teachers understand the roots of anxiety and use supportive techniques, students become more confident and motivated.

• Examining the impact of social-emotional learning on academic achievement through CPD – Mustafa Atas, Egypt

  Mustafa looked at how strengthening teachers’ understanding of social-emotional learning (SEL) influences academic outcomes. His research showed that when teachers use SEL strategies, they help students manage emotions, collaborate and stay engaged. This supported improvements in both wellbeing and academic performance.

Theme two: Technology and AI in teaching, learning and assessment

Technology continues to evolve, and teachers need space to explore how to use it effectively. The four studies in this theme look at how digital tools and AI can support students, reduce challenges, and create new learning opportunities.

• The effect of social media on the learning environment – can AI provide part of the solution? – Hala Tewfik, Egypt

  Hala examined how social media affects focus, behaviour and relationships in schools. She then explored how AI tools could help teachers manage some of these challenges by supporting communication, organisation and engagement. The research suggests that technology is most effective when used with clear guidelines and strong teaching practices.

• Designing adaptive lessons with GenAI to meet diverse learning preferences – Sara Ahmer, Pakistan

  Sara looked at how generative AI can support more personalised lessons. She explored how AI tools can help teachers create adaptive tasks that meet different learning needs. Her findings show that AI can save teachers time and provide new ways to tailor learning, as long as it is used intentionally.

• Exploring the impact of screencasting on blended learner-centred education – Silvanos Mapako, Mozambique

  Silvanos focused on screencasting in blended classrooms. He found that recorded explanations and step-by-step demonstrations helped students learn at their own pace and revisit difficult concepts. The research also showed how digital tools can support more independent, learner-centred approaches.

• Using mindfulness-based interventions to reduce stress and anxiety among students – Chinedu Vincent Okoro, Nigeria

  Chinedu explored mindfulness-based interventions and their effects on student stress. He found that guided breathing, reflection and short mindfulness activities helped students feel calmer and more focused. His research shows that wellbeing and academic learning are closely linked, especially as classrooms adopt more digital tools.
  
  

Theme three: Leadership at all levels

An effective leadership culture supports teachers as they learn, helping them to take ownership of their development and contribute to others’ growth. The three Action Research initiatives in this theme look at exactly how different elements of leadership can impact the entire school community:

• Exploring distributed leadership among teachers – Kaushalya Illeperuma, Sri Lanka

  Kaushalya explored how distributed leadership empowers teachers. She looked at how giving staff shared responsibility increases collaboration and encourages teachers to experiment with new approaches. Her findings highlighted how leadership roles can help teachers improve their own practice while contributing to whole-school progress.

• Integrity: An ethical perspective of a leader for social improvement – Sadia Fareed, Pakistan

  Sadia focused on the role of integrity in school leadership. She examined how ethical behaviour shapes trust, communication and decision-making. Her research showed that when leaders model fairness and transparency, it strengthens relationships with staff and supports positive change in the wider school community.

• All the school’s a stage: Improving attainment through drama as pedagogy – Alexander Owens, Kuwait

  Alexander explored leadership through the use of drama as pedagogy. By guiding teachers in using drama-based techniques, he found improvements in engagement, confidence and learning outcomes. The research suggests that creative leadership can support teachers to try new methods and deepen their understanding of how students learn.

Concluding another year of Action Research

These 12 Action Research projects show how teachers across the Partner Schools network are refining their practice in many different ways. They also demonstrate that research does not need to be complex. It starts with a question, a willingness to try something new, and a commitment to reflect and improve.

As teaching methods, schools and student needs continue to change, Action Research gives schools a practical way to keep pace. School leaders and teachers can adapt these studies to their own context, test new ideas and build a culture of continuous development.

Download our recently published 2025 Action Research report to explore the full set of findings and practical recommendations.

Want to be part of the conversation? Join our Action Research Now! Symposium on 11-12 December to hear more from our researchers and get your questions answered.