An Emerging Field Group (EFG) consists of a small group of international researchers working in the field of learning and instruction active within a new, emerging field of research. EARLI offers these researchers the opportunity to work together during a short but intense period of time to explore the possibilities in their shared field of interest. 

The aim of the EFG initiative is to support exploratory, innovative and risk-taking approaches, allowing its participants to focus on innovative and new fields of research, with an emphasis on exploration and process rather than output and product.

In order to support this initiative to the fullest, the EARLI Executive Committee provides substantial funding of up to € 20.000 for each EFG.


An EFG can be founded by a group of researchers with the intention to work closely together during a short, fixed period of time. Each EFG runs for two years, with the possibility to extend this with another two years. The main objective of the EFG Policy is to allow researchers to experiment with their ideas and methods, without focussing too much on the outcome or result of this process. 

Click here to read the full EFG Policy.


Each Emerging Field Group application which meets the eligibility criteria as described in the Emerging Field Group Policy will be assessed by an international committee, comprised of EARLI Executive Committee Members and stakeholders.

Find out more about the Emerging Field Group evaluation procedure in the following, supporting documents:

EFGs 2018 - 2020

Four applications have been granted the EARLI Emerging Field Group funding for 2018 - 2020.

Portable Brain Technologies in Educational Neuroscience Research
led by Nienke van Atteveldt, VU Amsterdam, the Netherlands

The Potential of Biophysiology for Understanding Learning and Teaching Experiences
led by Lars-Erik Malmberg, Oxford University, United Kingdom

Unifying Cognitive Load and Self-Regulated Learning Research: Monitoring and Regulation of Effort (MRE)
led by Anique de Bruin, Maastricht University, the Netherlands

EarlyWritePro: Developing Methods for Understanding Early Writing through Analysis of Process Dysfluencies
led by Mark Torrance, Nottingham Trent University, United Kingdom


EFGs 2020 - 2022

Six applications have been granted the EARLI Emerging Field Group funding for 2020 - 2022:

Integrated Model of Momentary Learning in Context (IMMoLIC)
led by Jennifer E. Symonds, University College Dublin, Ireland &
Ricardo Böheim, Technische Universität München, Germany


Mixed Methods Social Network Analysis in Learning and Instruction
led by Dominik Froehlich, University of Vienna, Austria


More than just noise? A multi-disciplinary study of heterogeneity in school students’ perceptions of instruction
led by Lisa Bardach, University of Tübingen, Germany


STEM Teachers’ Capacity to Teach Self-Regulated Learning:  Effectiveness of Extended Reality
led by Roger Azevedo, University of Central Florida, United States


Eye-tracking for teaching and learning in the wild: developing solutions for educational research together
led by Markku Hannula, University of Helsinki, Finland


The Black Box of Feedback: Capturing Cognitive, Affective, and Behavioural Indicators of Feedback Effectiveness
led by Naomi Winstone, University of Surrey, United Kingdom & Anastasiya Lipnevich, City University of New York, United States

EFGs 2022 - 2024

Following a lengthy evaluation procedure, two applications have been granted the EARLI Emerging Field Group funding for 2022 - 2024.

Unpacking collaboration - Multimodal collaboration analytics and mixed methods designs for exploring collaborative problem solving
led by Crina Damsa, University of Oslo, Norway & Hanni Muukkonen, University of Oulu, Finland

Social- and Telepresence in Online Social Learning
led by Emmy Vrieling-Teunter, Open Universiteit, Netherlands