EDLAB education research grants
EDLAB - Maastricht University Centre for Teaching & Learning invites Maastricht University staff to apply for an EDLAB education research grant à €10,000. The aim of this grant is to stimulate both academic and support staff to conduct short-term education research on a topic related to teaching & learning at UM.
Introducing the 2026-27 grant winners
We received 15 applications in April 2026 representing a wide variety of intriguing research topics and inter-faculty/expertise centre collaborations, including UNU-MERIT, MSM and the University Library. EDLAB Education Research Sounding Board (ERSB) members conducted independent reviews, and evaluated each application in lively rounds of discussion. This resulted in a selection of the winners, with detailed feedback being provided to all applicants.
Below is an overview of the 6 winning projects. From October onwards, we will post videos of the grant winners in which they introduce themselves and their projects further.
| Name/Faculty | Project proposal |
| Main applicant: Kazem Banihashem (FHML/O&O) Co-applicant: Desiree Joosten-ten Brinke (FHML/O&O) | Preserving teacher agency in AI-supported education: validating a pedagogical model for hybrid intelligent feedback in Problem-Based Learning
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| Main applicant: Sina Gottschlich (FHML) Co-applicant: Lisa Goller (FPN) | Exploring students’ use of generative AI to plan and reflect on their study process As generative AI becomes increasingly embedded in students’ learning practices, understanding how it influences self-regulated learning is becoming more important. This project explores how students use generative AI to plan, monitor and reflect on their learning processes through personal portfolios. The findings will inform recommendations for educational practice and help identify where additional support may be needed to encourage meaningful and effective use of AI in learning. |
| Main applicant: Evgueni Smirnov (FSE/DACS) Co-applicant: Stefan Straetmans (FIN/SBE) | Reliable semi-automatic grading of open-ended exam questions with LLMs and conformal prediction This project develops and evaluates a semi-automatic grading system for open-ended exam questions that combines large language models (LLMs) with reliable prediction methods. The aim is to reduce grading workload while maintaining grading quality, consistency, and teacher oversight. The findings will provide insights into how AI can support transparent and responsible assessment practices in higher education. |
| Main applicant: Xiaoling Zhang (FSE/ECO) Co-applicant: Max Sondag (FSE/DACS) | Understanding the impact of Generative AI on learning in DACS semester projects: implications for Project-Centred Learning practice This project investigates how students use generative AI (GenAI) in semester projects and how these tools influence self-directed and collaborative learning. The findings will inform practical recommendations for tutors and course coordinators, helping them align teaching practices with emerging technologies while preserving the core principles of Project-Centred Learning (PCL). |
| Main applicant: Irina Dolgopolova (MSCM) Co-applicant: Maisha Fairuz (ALGEC) | The Rubric’s Cube: improving assessment one twist at a time This project investigates how assessment rubrics can improve transparency, consistency, and student understanding of assessment practices in SBE courses. The findings will inform evidence-based guidelines to support educators in designing and implementing rubrics that promote fairer and clearer assessment across courses. |
| Main applicant: Luisa Bortesi (FSE/SBE) Co-applicant: Khyrstyna Semen (FSE/UCV) | Introducing the Devil's Advocate role in PBL tutorials This project investigates whether introducing a rotating student "devil's advocate" role can strengthen discussion quality in PBL tutorials. By encouraging students to challenge assumptions, consider alternative perspectives, and ask critical questions, the project aims to promote deeper learning, critical thinking, and more inclusive participation. The findings will inform practical guidelines and a teaching toolkit for wider adoption across Maastricht University. |
The focus of a typical grant project is on short-term (one year) practice-oriented research into questions directly relating to UM education. Projects involve three modes of engagement:
- Conducting theoretically informed, methodologically sound and appropriately focused inquiry into aspects of one’s (or a colleague’s) education practice.
- Connecting with colleagues from both one’s own and other UM faculties/service centres to exchange knowledge and expertise across contexts and disciplines.
- Communicating about and disseminating the research both within UM and beyond.
The 2026 call invited proposals for education research topics related with one or more of the following general categories:
- Creative PBL formats optimising CCCS
- Global Citizenship and transdisciplinary education
- Staff and student wellbeing
- Work/study load, Smarter Academic Year
- Educational culture
- Advising & mentoring
About the grant programme
Education research relevant for UM
At EDLAB, we believe that education research is essential to maintaining Maastricht University's leadership in research-based education innovation. We therefore want to support theoretically informed and methodologically appropriate investigation of research questions aimed at developing understanding and contributing to the improvement of education. Projects typically focus on topics such as educational design, delivery, assessment, and teaching/learning experience, with implications for UM's problem-based learning & teaching environment.
This grant is also intended to serve as a stepping stone for researchers interested in applying for larger education grants, such as Comenius, Scholarship of Teaching and Learning (SoTL), and other NRO grants.
Interdisciplinary by design
Conducting education research often requires not only specific contextual and disciplinary knowledge but also theoretical knowledge and methodological approaches that differ from those common to other research disciplines. Therefore, this grant invites interdisciplinary collaboration and encourages the development of mentor-mentee relationships between staff members who are relatively less- and more experienced in conducting education research. Grant proposals can be submitted by teams of a minimum of 2 to a maximum of 6 members, who represent at least 2 different UM faculties/service centres.
Grant proposals are reviewed by the EDLAB Education Research Sounding Board (ERSB) comprising representatives from all six UM faculties, along with EDLAB Director Ellen Bastiaens, and Alice Pan, EDLAB Coordinator for Education Research.
Education research professional development
In relation to this grant programme, EDLAB offers an annual series of events and workshops designed to help participants learn and grow through the challenges specific to understanding and relating education research to teaching practice, as well as how to design and conduct education research in interdisciplinary teams.
Upcoming workshops will dive into topics ranging from “what is education research and how is it relevant for teaching practice?” to “education research design and methodology,” “education research data collection & analysis,” and even how to apply for higher level grants such as Comenius and NRO. More information about each event will be shared on the UM staff intranet. (Intranet login)