The development of critical thinking and moral reasoning is a pressing pedagogical priority in higher education, particularly in the context of increasingly complex ethical landscapes. The study contributes to the scholarship of teaching and learning by positioning structured ethical debate as a tool for epistemic and moral development.

In Finland, the national curriculum dictates that teachers should not only teach, but see to their students’ social development. Interested in how this second task relates to ethics education, this study interviewed teachers in Finland on how they reasoned about this second role, how it related to morality, and what supports and deters it.

Big Tech platforms, and their largely proprietary logics, have been scrutinised within the field of critical edtech studies as bringing forth an increase in surveillance and inequality in education. There has therefore been a rising call to apply critical, participatory and speculative design approaches to develop alternative platform infrastructures that correspond with values such as…

Discourse on technology in education is dominated by deterministic, techno-centric narratives that portray technology as an inevitable force, while positioning education in a reactive role. Speculative storytelling strives to challenge such tendencies and imagine alternative educational futures. However, further clarity is needed concerning the opportunities and trade-offs characteristic of speculative storytelling. Drawing on research in…

Education reproduces a poverty in social imaginaries regarding technological futures. This article explores how drama-based pedagogy combined with speculative design can unearth and expand social imaginaries about AI in higher education.

The underrepresentation of women in leadership positions within higher education institutions is well-documented worldwide. This study addresses this issue by reconstructing the historical accounts of rectors in Poland, as demonstrated in institutional histories, autobiographies, biographies, laudatory statements, and obituaries.

In recent years, inclusive leadership has become established as a theoretically relevant approach for schools committed to equity, social justice and diversity. The aim of this paper is to conceptualise inclusive school leadership from a critical and socially grounded perspective by proposing five theoretically relevant dimensions of practice that support the development and enactment of…

This article examines how de-risking policy instruments interact to shape implementation conditions for Sino-research collaboration in Danish, Norwegian and Swedish higher education institutions (HEIs). Using comparative policy analysis, it analyses how instruments combine across types, functions and actor loci, and what these interactions mean for HEIs. 

Intervening in gender-based violence (GBV) experienced by young people is a challenge commonly faced by teachers and other professionals working in schools. This study sought to understand how affect and emotions shape teachers’ and other school professionals’ agency for intervening in GBV in schools.

Student loans and grants is one of the primary tools for policymakers to provide equal opportunities to pursue higher education. We show that under the new system, the gap in grant amounts received between students from different socioeconomic backgrounds have increased substantially, with advantaged students receiving a majority share of the grant disbursement.

Educational children’s rights research is an emerging interdisciplinary field located at the intersection of children’s rights studies and educational research. Recent scholarship has examined the field’s objects of study, theoretical frameworks, methodologies, and research focuses, showcasing its achievements alongside ongoing gaps.

One important factor for preschool children’s well-being and development is the relationship with their teachers. This study aims to explore perceived changes in preschool educators and children after participating in ICDP.