Wicked problems have been characterised by their high epistemological and axiological complexities. These are the kinds of problems that may invade our classrooms because many of them concern many stakeholders, including our students. Several approaches have been developed to address wicked problems in various contexts. However, little is known…

This study aims to articulate how the language of the geography curriculum privileges modernist discourses of global citizenship at the expense of others. Drawing on the work of two critical scholars, empirical data from South Korea reveals how geography education professionals (GEPs) engaged closely with the (re)production of geographical…

The article reflects upon the possibility of educating sensitivity to the pain of the different Other by using feature cinema. The authors rely on the methodology suggested by Stanley Louis Cavell and Andrew Klevan, and also on the suggestions and conclusions by William B. Russell, III and Stewart Waters. The authors of this article reflected upon…

The COVID-19 pandemic manifested in health and socioeconomic crisis that highly influenced higher education sector on many levels. UNESCO reported that in April 2020, higher education institutions were closed in 185 countries. This shows a dramatic and disruptive impact the pandemic had on all involved in higher education, from students to staff.…

Possibilities for nurturing and supporting an ethical practice of witnessing in the context of informal and school-based communities of memory are explored, and suggestions are made for developing a principled way to decide what to retell or pass on when teaching about historical events of trauma. (SLD)

The lack of a vision of sustainability in contemporary science education is discussed. Policies for curriculum and instruction that will enhance sustainable growth that are based on the ideas of fulfilling basic human needs, improving the environment, conserving resources, and developing a sense of community are presented. (KR)