Despite policy calling for enhanced inclusive practice within all schools and colleges, educators across Europe are facing increasing challenges when providing effective inclusive education for all students as a result of increased diversity within European society. This paper focuses on the development of our understanding of how to support educators’ professional learning around issues of diversity and inclusion. Specifically, it aims to explore what diversity looks like across countries, sectors, and roles, what challenges and dilemmas are posed for educators, and how new approaches to professional learning can support the educators across all sectors. The exploratory study described in the paper emerged from work undertaken as part of an Erasmus+ Strategic Partnership project called PROMISE (Promoting Inclusion in Society through Inclusion: Professional Dilemmas in Practice). Traditional approaches to professional learning to support teachers’ inclusive practice have tended to focus on discrete courses which address specific learning needs such as autism, literacy difficulties, or behavioural issues. The paper presents findings from a transnational study which indicate that the professional dilemmas facing educators are complex and unpredictable and argues, therefore, that educators require professional learning that is collaborative, interprofessional, and acknowledges that the challenges they face are multifaceted.

This article argues for a flexible model of learning for adults which allows them to make choices and contextualise their learning in a manner appropriate to their own professional practice whilst also developing as a member of a learning community. It presents a design based around online ‘learning activities’ which draws on ideas of constructivism, collaborative learning and reflective practice. The model was developed for adult learning in Higher Education, and has been adapted and extended to a number of different programmes. Implementation of the model for the Teaching Qualification (Further Education) has been the subject of an interpretative evaluation using a multiple methods approach. Learners' experiences of this programme together with issues associated with the application of the model to other programmes are discussed.

In distance cross-cultural supervision scenarios PhD students are supported by supervisors located in different cultural contexts, which may, or may not be, the same as that of the student. Very little research has been conducted into experiences of cross-cultural supervision. This paper aims to explores opportunities and challenges for students and supervisors, drawing on qualitative research into their experiences of supervision. Participants were Saudi Arabian students, and UK and Saudi based supervisors. Investigation of three main areas – roles and expectations, communications and technology, and personal and professional development – revealed common issues, and some specific to either students or supervisors. These include language, feedback, technology and professional learning and align with ‘intensifiers’ identified as making supervision complex or difficult for international PhD students. However, other issues were also identified which need to be discussed openly to ensure that the potential benefits of cross-cultural supervision are realised.

Work placements are a well-established part of the curricula of many geographical sciences, as are opportunities for online learning. Whilst many aspects of the learning experience for undergraduates have been given an online makeover the placement has remained a ‘real’ experience. This paper considers the potential value of an online placement and outlines pedagogical and technical aspects of the e-MapScholar Virtual Placement. Findings from evaluation of the first Virtual Placement case study are presented and issues regarding wider adoption are raised.