Book Review: Meira Levinson, Ellis Reid, Sara O’Brien and Tatiana Geron, Civic Contestation in Global Education: Cases and Conversations in Educational Ethics LevinsonMeiraReidEllisO’BrienSaraGeronTatiana (eds), Civic Contestation in Global Education: Cases and Conversations in Educational Ethics. Bloomsbury Publishing, London, 2024. 216 pp. ISBN: 9781350399495, $26.95 (paperback)

© The Author(s) 2019. A central feature of Indigenous Solomon Islands socialization of family, clan and tribal members is character-shaping. What this looks like, however, has not been researched. This study provides a first look at what is taught as ethics education in Indigenous Solomon Islands. Using data from a wider qualitative study of an Indigenous tribe of Mala’ita Island in the Solomon Islands archipelago, the study is authored and gifted by a Mala’ita Indigenous ethics educator to other Indigenous Pacific and other global educators and researchers. The study findings include: a clearer understanding of Indigenous Mala’ita ethics education including its integrated curriculum, its emphasis on character-shaping and its particular age-gender variations and pedagogies. The study offers pragmatic, conceptual, pedagogical, contextual and research insights for institutional and societal ethics education in Solomon Islands and other Pacific Islands modern states and to others interested in understanding ethics in context.

© The Author(s) 2019. A central feature of Indigenous Solomon Islands socialization of family, clan and tribal members is character-shaping. What this looks like, however, has not been researched. This study provides a first look at what is taught as ethics education in Indigenous Solomon Islands. Using data from a wider qualitative study of an Indigenous tribe of Mala’ita Island in the Solomon Islands archipelago, the study is authored and gifted by a Mala’ita Indigenous ethics educator to other Indigenous Pacific and other global educators and researchers. The study findings include: a clearer understanding of Indigenous Mala’ita ethics education including its integrated curriculum, its emphasis on character-shaping and its particular age-gender variations and pedagogies. The study offers pragmatic, conceptual, pedagogical, contextual and research insights for institutional and societal ethics education in Solomon Islands and other Pacific Islands modern states and to others interested in understanding ethics in context.

A central feature of Indigenous Solomon Islands socialization of family, clan and tribal members is character-shaping. What this looks like, however, has not been researched. This study provides a first look at what is taught as ethics education in Indigenous Solomon Islands. Using data from a wider qualitative study of an Indigenous tribe of Mala’ita Island in the Solomon Islands archipelago, the study is authored and gifted by a Mala’ita Indigenous ethics educator to other Indigenous Pacific and other global educators and researchers. The study findings include: a clearer understanding of Indigenous Mala’ita ethics education including its integrated curriculum, its emphasis on character-shaping and its particular age-gender variations and pedagogies. The study offers pragmatic, conceptual, pedagogical, contextual and research insights for institutional and societal ethics education in Solomon Islands and other Pacific Islands modern states and to others interested in understanding ethics in context.

Economic and Ethical Education in Globalization : A Program in Aid and Development in Elementary Social Studies

In a post-truth era marked by disinformation and mistrust of facts, it is important to consider the role of Islamic education and global ethics in building a humanistic awareness. Both have the potential to be drivers in overcoming the growing crisis of confidence and social polarization. This research explores the relationship between Islamic education and global ethics in the context of strengthening humanistic awareness. Through analysis of literature and case studies, the study highlights the importance of integrating humanist values, such as tolerance, justice, and empathy, into the curriculum of Islamic education. Moreover, a critical and reflective approach to disinformation as well as an emphasis on cross-cultural and religious understanding in a global ethical context are also identified as key factors in promoting humanistic awareness. The results of this research offer new insights into how global Islamic education and ethics can work together to produce individuals who are more aware of human values in the face of the challenges of the post-truth era. In conclusion, close collaboration between Islamic education and global ethics can help build a strong foundation of humanistic consciousness for a more inclusive and harmonious society in the future.

Global education and teacher education struggle to address a wide range of objectives surrounding curriculum. Some of these objectives are market-driven while others emphasise critical democracy. A theoretical framework is presented that combines literature from queer theory and postcolonial theory to better understand curriculum through a poststructural ethics of recognition. Recognising individuals and groups beyond normalising discourses and creating third spaces are the main themes of this ethics in curriculum work and global teacher education. These interpretations are illustrated with a brief example of a teacher education project that encouraged dialogue about global inequities and colonisation between pre-service teachers in the Philippines and the United States.

This article proposes an ethical global citizenship education (GCE) framework by offering the following five dimensions: values-creation, identity progression, collective involvement, glocal disposition, and an intergenerational mindset. Ethical GCE draws on a multiplicity of critical literatures to identify characteristics of each of these dimensions. It goes beyond neoliberal/market-driven principles toward ethical perspectives promoting social responsibility, justice, human rights, and glocal sustainability. With further theoretical development and strategies toward implementation, the framework has the potential to be deployed in future research and evaluation of the complex teaching and learning processes involved in GCE, particularly in a values-based perspective.

The primary aim of this study is to identify the dimensions and components of global citizenship education in first-year secondary schools using the thematic analysis technique. The research method is mixed (qualitative-quantitative). In addition to document analysis, the study employs thematic analysis using MAXQDA12 software to identify factors and components. The statistical population includes all faculty members with assistant professor rank or higher in the fields of educational management, higher education management, and educational technology, as well as principals and teachers of first-year secondary schools. Theoretical saturation was achieved after conducting 14 interviews. Ultimately, basic, organizing, and overarching themes were extracted. In the quantitative phase, structural equation modeling was used to determine the impact and rank of dimensions and components. Based on the semi-structured interviews, eight dimensions (ethical citizenship education, education for civic engagement and responsibility, education for peace and reconciliation, environmental citizenship education, education for global identity, education for global competence, education for scientific and practical knowledge, and student technology literacy) and 53 components (organizing themes) for global citizenship education in first-year secondary schools were identified. Subsequently, a researcher-developed questionnaire revealed the following ranking of priorities: education for global identity (coefficient = 0.942), education for global competence (coefficient = 0.937), education for peace and reconciliation (coefficient = 0.928), environmental citizenship education (coefficient = 0.921), education for civic engagement and responsibility (coefficient = 0.871), ethical citizenship education (coefficient = 0.862), education for scientific and practical knowledge (coefficient = 0.827), and student technology literacy (coefficient = 0.795).

Educational equity in a global context: cases and conversations in educational ethics

Upbringing as a procedure of creating humans mind and character has always profoundly influenced the youth. Quality teachers are considered to be those individuals whose pedagogy is grounded in values and beliefs that lead to caring positive teacher-student relationships, embedded in trust and high standards of professional ethics. This study explored Macedonian teachers’ attitudes towards introducing Ethical education in the primary education and their competencies for developing students’ moral and ethical values. A Likert scale was used to determine teachers’ attitudes towards interpersonal relationships in the classroom. Research showed that the initial teacher’s education is not enough for quality pedagogical work. Teacher’s ethics contains moral norms regarding his behavior in society, attitude towards students, towards colleagues, towards his own work. The practice implemented by competent teachers is an ideal environment and model for developing the knowledge, skills and abilities that support the ethical concept. Teachers needed continuous professional development throughout the participation in seminars, trainings, courses, and projects that will provide them with the necessary information, knowledge and skills and enable them to compete pedagogically in the field of: intercultural and multicultural education, democratic education, inclusive education, ethical education, global education.

A new context for ethics and ethics education is evident in a rapidly changing world and our threatened planet. The current focus on considerations of inter-personal ethics within an anthropocentric perspective on life should be extended to embrace considerations of global and ecological ethics within an eco-centric perspective on global and planetary health. The pathway to understanding and adapting to this new context includes promoting shifts in life styles from selfish hyper-individualism and wasteful consumerism towards cautious use of limited resources within an increasingly interdependent world in which the equal moral worth of all and sustainability are valued. Critical scholarly approaches to global politics and to the global political economy could facilitate such change and encourage iterative interactive processes instead of seeking conclusive definitive ‘scientific’ solutions to all problems. Hopefully this shift in perspective could be achieved firstly through sensitization to new and increasingly challenging ethical dilemmas, and then by encouraging rational thinking and action based on global and ecological considerations rather than on false economic dogma and the distorted workings of a market civilization. Moving ahead with these activities must begin with promotion of education, learning and self-reflection to foster the widespread development of a global state of mind. Such a shift would require an expanded ethical discourse, with consideration of ethical dilemmas beyond human inter-personal relationships. These should include intra-institutional and inter-institutional relationships, as well as relational ethics between nations in a post-Westphalian world, and between humans and nature in an era now called the Anthropocene, to ensure survival on a planet undergoing entropy.

This scoping review examines learner-reported preferences and experiences with remote learning, observership, and visiting-surgeon exchange models in low-resource settings. We outline potential benefits, limitations, equity considerations, and evidence gaps that can inform ethical and sustainable global orthopaedic education partnerships. Recent literature on global orthopaedic education has largely focused on training exchanges involving high-income country (HIC) trainees in low- and middle-income countries (LMICs), with reported benefits including skills transfer and professional development alongside challenges related to continuity of care, resource burden, and limited reciprocity. However, despite growing consensus around equity and reciprocity, the perspectives of orthopaedic trainees and practicing surgeons in low-resource settings remain underrepresented in the current literature. Learners in low-resource settings valued international exchanges that provided structured teaching, subspecialty exposure, and access to higher-volume clinical environments. Virtual and simulation-based education demonstrated consistent improvements in knowledge and surgical skills despite technical and cost-related barriers. In-person and hybrid programs were associated with meaningful capacity-building benefits but required substantial resources, infrastructure, and long-term institutional commitment. Across all models, challenges related to infrastructure, cost, equity, and reciprocity remained. Notably, none of the included studies examined LMIC learner perspectives on bidirectional exchange with higher-resource settings, despite growing emphasis on reciprocity in contemporary partnership frameworks. These findings underscore the need for locally driven, sustainable global orthopaedic education partnerships with stronger outcome evaluation and greater LMIC leadership.

Maternal nutrition is at the core of any principle-centered projection of Sustainable Development Goals. Without the developmental health of newborns – there is no quality future. Specifically, there are situations all around the globe where Indigenous and Artisanal coastal people suffer from maternal malnutrition inadvertently limiting future potentials in many locations that will be most challenged by climate change. Results from research with Artisanal Fisherfolk in the Philippines and analysis of harvest by the Canadian Inuit people are discussed in terms of the ethics of setting national as well as global education and research priorities.

Global Citizenship Education (GCE) plays a central role within UNESCO's education sector, focusing on cultivating the values and knowledge essential for students to evolve into well-informed and responsible global citizens. This Element conceptualises an ethical GCE framework grounded in critical, cosmopolitan, humanistic, value-creating, and transformative principles. Guided by those principles, ethical GCE goes beyond the banking model of education by emphasising a global ethic. Ethical GCE is inclusive, ethically reflective, and socially responsible. It extends beyond imparting knowledge and employable skills, important as they are, focusing on holistic and sustainable development. With further theoretical development and implementation strategies, the ethical GCE framework holds promise for future research and evaluation of the intricate teaching and learning processes within global citizenship, particularly from a values-based perspective.

T he landscape of medical education is indeed in a state of profound transformation, spurred by emerging aspects and innovative approaches that are responsive to the ever-evolving demands of the healthcare sector. This comprehensive review delves into the contemporary trends within medical education, emphasizing the integration of various elements such as technology, interprofessional education, personalized learning, telemedicine, ethics and professionalism education, global health education, and wellness and resilience initiatives. These advancements serve a multifaceted purpose, aiming to enrich both the teaching and learning experience within medical education. By leveraging technology, educators can provide immersive learning opportunities that transcend traditional boundaries. Interprofessional education stands as a cornerstone in fostering collaborative practices among healthcare professionals, instilling a comprehensive approach to patient care that is inclusive of diverse perspectives and expertise. Moreover, personalized learning methodologies cater to the unique needs of individual learners, ensuring a more tailored and effective educational experience. Telemedicine platforms further expand access to educational resources and experiences, overcoming geographical barriers and promoting inclusivity within medical education. Ethics and professionalism education emerge as vital components in shaping the moral compass of future healthcare professionals, guiding them toward ethical decision-making and upholding the highest standards of professionalism. Global health education equips students with the necessary skills and knowledge to navigate the complexities of healthcare on a global scale, preparing them to address international healthcare challenges with competence and compassion. Additionally, wellness and resilience initiatives take center stage in safeguarding the mental and physical well-being of medical students and practitioners alike. By prioritizing the holistic health of healthcare professionals, these initiatives contribute to the cultivation of resilient individuals who are better equipped to thrive in the demanding landscape of healthcare. Key words: Medical education, technology integration, interprofessional education, personalized learning, telemedicine, ethics, professionalism, global health, wellness, resilience.