Call for Proposals
Are you a history teacher, heritage professional, researcher, or developer of educational materials? EuroClio warmly invites you to share your expertise, innovative practices, and research findings at our upcoming international conference.
To ensure a diverse, engaging, and high-quality programme, we are accepting three distinct types of contributions this year. Besides accepting proposals for workshops, we would, for one thing, also invite researchers on history, social science and heritage education to submit proposals for poster presentations, presenting new insights from research in the field.The studies are presented in thematic sessions together with related research projects. Furthermore, we would like to provide the opportunity to present new educational materials, outside of the workshop format. Proposals for these sessions will ask for less information and outline, which may help participants who would like to present materials outside of the workshop format. Of course, if desired, new material may still be presented in a workshop, but in that case does need to meet all the corresponding criteria.
Review Procedure & Selection
To ensure quality and transparency, all proposals will be evaluated by a review committee using qualitative criteria based directly on the rubric elements listed above.
Evaluation: If a proposal is evaluated as 'Insufficient' on two or more criteria, it cannot be automatically accepted for the programme.
Collaborative Improvement: If your proposal is valuable but falls short on specific requirements (for example, if a workshop plan is too passive), our committee will contact you personally. We will provide constructive feedback and offer you the opportunity to refine and improve your proposal before the final programme selection is made.
Deadline for Submission: January 3rd 2027.
We look forward to receiving your proposals!
Please select the format that best fits your proposal:
1. Active Workshops
This category follows the traditional format of the Euroclio conference. In this format, speaking time of the organisers is limited and participants are almost always busy with teaching activities that they could use almost immediately in their classroom context. Classroom conversations discuss the aims, relevancy, and potential to rewrite the activities for other contexts. It is heavily focused on ‘doing history’ and brings innovative ways to teach history to the table.
It differs from the ‘Presentation of new educational work’ because participants being active is the core of the workshop. Also, workshops don’t necessarily work with extensive feedback loops, although giving feedback via a questionnaire in the last minutes is possible. At the same time, workshops do not ‘want something’ from participants, as in joining online platforms, participating in a research project, buying teaching materials, et cetera.
● What to include in your submission (Evaluation Criteria):
Your proposal must include a planning for the workshop and explicitly address the following eight criteria which form our evaluation rubric:
Title & Subtitle: Provide an engaging, clear title that accurately captures the core focus of your session.
Theme Alignment: Detail how your workshop connects deeply to the overarching conference theme and its subthemes.
Educational Aims: Formulate clear educational objectives and explain how they connect to contemporary debates in history education.
Aim-Activity Consistency: Demonstrate how your proposed workshop activities logically support and match your educational aims.
European Relevance: Explain how your topic and approach are relevant to history educators working across different national or institutional contexts in Europe.
Methodology & Time-Plan: Confirm that at least 50% of the session is built on activating, hands-on methodologies. You must provide a detailed timeline showing exactly how much time will be allotted to each specific activity (e.g., 10 mins introduction, 35 mins source analysis in groups, 15 mins plenary debate).
Multiperspectivity: Detail how your session incorporates multiple historical perspectives and guides participants to compare them.
EuroClio Core Values: Explain how your session embeds the core pillars of the history teaching (such as critical source analysis and active reflection on current issues).
Use of Media: Outline which media, digital tools, or educational resources will be used to enhance learning and participant interaction.
2. Poster Presentations of Innovative Research
This category is a chance to get a stage for showing people all the hard work you have put into your research into history, history education or multidisciplinary education in which history plays a role. You’ll develop a poster which is a talking piece and a ‘banner’ to interest people who sign up for the poster presentations. Along with other presenters, you will get some time to present your research. Afterwards, people will walk around to look at the posters and it is your job to get them interested for your research. Discussing your research and the potential that it has for the classroom context of participants will be the main goal for the activity.
It differs from the other forms because historical or history educational research is the core of this format. Activities are not necessary, feedback is optional and it doesn’t have to have an immediate impact on classroom activities for the participants. It will help them think about their own teaching and maybe help them come up with ideas for future development of teaching materials. Either by learning about historical interpretations that are new or about new insights in (multidisciplinary) teaching (with) history. There is less time for you in the spotlight, but it will take less time to prepare and there will be enough time to discuss your research with participants.
2a. Criteria
● What to include in your submission (Evaluation Criteria):
Applicants are asked to provide an abstract of maximum 500 words. Your abstract must address the following five criteria from our evaluation rubric:
Title & Research Question: Ensure your title clearly and engagingly reflects your central research question.
Theme Alignment: Connect your research directly to the overarching theme and specific subthemes of the conference.
Theoretical & Didactical Grounding: Ground your project firmly within current academic literature and historical or didactical debates.
Methodology & Design: Explain your chosen methodology, research design, and data analysis framework in accordance with academic standards.
European Relevance: Explain how your research question and conclusions offer inspiring perspectives or practical implications across different European educational contexts.
3. Presentations of New Educational Materials
This format is tailored for presenting new teaching materials in all varieties, for example, activities, textbooks, videos, online platforms, you name it. When presenting new
materials it is not necessary to get people to ‘experience’ the teaching materials. It is possible to collectively analyse and discuss the materials, in order to understand the usefulness, think about improvements and give suggestions to the organisers of the presentation. Understanding the materials could also lead to a conversation about participating in a research project in which the materials are the central theme, buying teaching materials, subscribing to online platforms, et cetera.
It differs from the ‘Active workshops’ because it doesn’t require people to actually use the materials from a student perspective, as is usually the case with the active workshops. It would also be no problem if a big part of the time frame is being spent on conversations or presenting the materials. It requires less session time but also less time preparing.
3a. Criteria
● What to include in your submission (Evaluation Criteria):
Your short description must address only the following four criteria from our streamlined evaluation rubric:
Description of Materials: Provide a clear overview of the educational goals, historical content, target audience, and how the materials can be accessed.
EuroClio Manifesto Alignment: Explain how the materials embody the core values of the EuroClio Manifesto (such as inclusivity, multiperspectivity, and critical thinking).
Applicability & Adaptability: Confirm that the materials are fully developed and ready for classroom use. Explain how they are designed flexibly so teachers can easily adapt them to different national or regional curricula.
Relevance to Practice: Demonstrate how the materials directly address a recognized didactical need or practical question faced by European history educators