Evagorou, M., Puig, B., Bayram, D. and Janeckova, H. (2024). ‘Addressing the gender gap in STEM education across educational levels’, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/260477.
Riva, E., Lister, K., and Jeglinska, W. (2024). Student and staff mental well-being in European higher education institutions, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/933130
Bergeron-Morin, L., Peleman, B., Hulpia, H. (2023). ‘Working with multilingual children and families in early childhood education and care (ECEC): guidelines for continuous professional development of ECEC professionals’. NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/6551
De Witte, K., De Cort, W., Gambi, L. (2023). Evidence-based Solutions to Teacher Shortages. EENEE-NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/475647.
Flecha, R., Puigvert, L., and Racionero-Plaza, S. (2023). ‘Achieving student well-being for all: Educational contexts free of violence’, NESET report, Luxembourg: Publications Office of the European Union. doi: insert number. doi: 10.2766/463854
Šćukanec Schmidt, N., Skledar Matijević, A, and Anić, Z. (2023). ‘Linking quality assurance and the social dimension of higher education’, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/146281.
Farnell, T., Skledar Matijević, A., Šćukanec Schmidt, N. (2021). ‘The impact of COVID-19 on higher education: a review of emerging evidence’, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/069216.
Cefai, C. Downes, P. Cavioni. V. (2021) ‘A formative, inclusive, whole school approach to the assessment of social and emotional education in the EU’, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/506737.
Cefai, C., Simões, C. and Caravita, S. (2021) ‘A systemic, whole-school approach to mental health and well-being in schools in the EU’ NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/50546.
Van Laere, K., Sharmahd, N., Lazzari, A., Serapioni, M., Brajcović, S., Engdahl, I., Heimgaertner, H., Lambert, L., Hulpia, H. (2021). ‘Governing quality Early Childhood Education and Care in a global crisis: first lessons learned from the COVID-19 pandemic’, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/642131.
Flecha, R., Pulido, C., Villarejo, B., Racionero, S., Redondo, G., Torras, E. (2020). ‘The effects of technology use on children’s empathy and attention capacity’, NESET report, Luxembourg: Publications Office of the European Union. doi:10.2766/947826.
Orr, D., Pupinis, M., and Kirdulytė, G. (2020). ‘Towards a European approach to micro-credentials: a study of practices and commonalities in offering micro-credentials in European higher education’, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/7338.
Farnell, T. (2020). ‘Community engagement in higher education: trends, practices and policies’, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/64207.
Klemenčič, M., Pupinis, M., Kirdulytė, G. (2020). ‘Mapping and analysis of student-centred learning and teaching practices: usable knowledge to support more inclusive, high-quality higher education’, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/67668.
Le Pichon-Vorstman, E., Siarova, H., Szőnyi, E. (2020). ‘The future of language education in Europe: case studies of innovative practices’, NESET report. Luxembourg: Publications Office of the European Union. doi: 10.2766/81169.
Verelst, S., Bakelants, H., Vandevoort, L., Nicaise, I. (2020), ‘The governance of equity funding schemes for disadvantaged schools: lessons from national case studies’, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/989607.
Cefai, C., Bartolo P. A., Cavioni. V, Downes, P. Strengthening Social and Emotional Education as a core curricular area across the EU. A review of the international evidence. NESET analytical report. doi: 10.2766/664439
Downes, P., Nairz-Wirth, E. and Rusinaitė, V. (2017). ‘Structural Indicators for Inclusive Systems in and around Schools’, NESET II Analytical Report No 2/2016.
Herzorg Punzenberger, B., Le Pichon-Vorstman, E. and Siarova, H. (2017). ‘Multilingual Education in the Light of Diversity: Lessons Learned’, NESET II Analytical Report No 3/2016.
Sharmahd, N., Peeters, J., Van Laere, K., Vonta, T., De Kimpe, C., Brajković, S., Contini, L. and Giovannini, D. (2017). ‘Transforming European ECEC services and Primary schools into professional learning communities: drivers, barriers and ways forward’, NESET II Analytical Report No 2/2017.
Siarova, H., Sternadel, D., Mašidlauskaitė, R. (2017). ‘Assessment practices for 21st century learning: review of evidence’, NESET II report, Luxembourg: Publications Office of the European Union, 2017. doi: 10.2766/71491
Budginaitė-Mačkinė, I., Siarova, H., Sternadel, D., Mackonytė, G. and Algirdas Spurga, S. (2016). ‘Policies and practices for equality and inclusion in and through education’, NESET II Analytical Report No 1/2016.
Downes, P. and Cefai, C. (2016). ‘How to prevent and tackle bullying and school violence’, NESET II Analytical Report No 2/2015.
Peeters, J., Sharmahd, N., Budginaitė, I. (2016). ‘Professionalisation of Childcare Assistants in Early Childhood Education and Care (ECEC): Pathways towards Qualification’, NESET II Analytical Report No 1/2015.