This issue offers a range of articles, including two based on sessions at the January ASE Annual Conference: one a continuation of a lively panel debate looking at enquiry-based learning versus direct instruction, the other on what lessons were learned by teacher educators during the COVID-19 pandemic. There is an article on the use of tablets within educational settings, a paper looking at Project Calibrate, a partnership between researchers at AQA and the University of Oxford Department of Education, and a third piece comprising a set of case studies exploring the lived experiences of Muslim women in ITE.