This scholarly essay explores the challenges that teachers face in implementing the Nueva Escuela Mexicana (NEM) [new Mexican school] educational model, which prioritizes project-based and interdisciplinary learning over subject-based instruction. The NEM's flexible approach requires teachers to independently structure lessons, ensuring continuity…

This paper provides a multidisciplinary methodological review and guidance for using a theory of change in education -- an approach, process, and product focused on visually diagramming and narratively discussing how an initiative or set of activities works to generate change, for whom, and under what circumstances and assumptions. Drawing on a…

This paper delineates tensions that arguably are inherent to integrative Worldview Education in plural societies, due to the subject's dual commitment to imperatives of inclusion and change. The imperative of inclusion stems from the subject's mandate to integrate the whole plurality of pupils in society, whereas the imperative of change stems…

In today's complex and unsettling global landscape, it is crucial to seek, define, and legitimize educational perspectives and research that are underpinned by philosophical paradigms that enable us to respond to unforeseen challenges and effectively address the ever-growing complexity and multiplicity of reality. The evolving nature of education…

From a Nordic and British perspective, the history of education is a vibrant field of knowledge production. It invites scholars from the humanities and social sciences to investigate the continuities and changes in education over time, as well as "Bildung," nurturing, learning, and teaching. By underlining the breadth of the history of…

Over the last decade, reform in science education has placed an emphasis on the science practices as a way to engage students in the process of science and improve scientific literacy. A critical component of developing scientific literacy is learning to apply quantitative reasoning to authentic scientific phenomena and problems. Students need…

Higher education studies give considerable attention to understanding "change." The interest in change reflects the historical conditions in which higher education emerged as a distinct field of study. Around the mid-twentieth century, a pragmatic need for an academic response to managing larger and more complex higher education…

This article argues that a UK education system is required such that it specifically recognises the particular dynamic, co-constructive nature of complex and rapid contemporary entanglements (both human and non-human) and how they inform the epistemic and ontological development of students. This article draws from posthumanist theory and uses the…

This essay argues that in order for honors to occupy and transform the academy it must begin by transforming itself. Drawing on Homi Bhabha's notion of "third space," the author argues that the traditional epistemic paradigms in higher education are inadequate for conceptualizing the praxis-driven work required in honors. Honors should…

In this review, we explore "economic imperialism," a concept that captures the phenomenon of a single discipline's power over so many facets of social life and policy--including education. Through a systematic search, we examine how economic imperialism has been conceptualized and applied across fields. We uncovered three key,…

The paper provides a theoretical synthesis that addresses the multiple calls to consider the existence of an integrated nature of STEM (science, technology, engineering, and mathematics). The nature of STEM (NOSTEM) has been advocated for as a way to promote effective STEM instruction in K-16 education and has been challenged as being…

While a mutually agreed-upon definition of STEM education remains elusive, there is no doubt that instructional models and ideas put forward with the STEM label have had a tremendous impact on thinking, debate, and practice in schools worldwide. At issue is the degree to which some or all the STEM disciplines must be taught in a concurrent or…

This essay explores the broader implications for education of the COVID-19 pandemic. It asks: What can COVID teach us? The case is made that COVID is inviting us to consider a relational universe, and what a pedagogy of presence would look like. It takes a futures perspective and is therefore, unabashedly speculative. It draws on the author's many…

To a person familiar with both philosophy for and with children and the philosophy of liberation, that the two would fit nicely together would seem obvious. However, the literature on how philosophy for/with children (P4wC) can contribute to decolonization is scarce. Drawing on various philosopher-educators and the tradition of liberation…

The 'Learning Compass 2030' was released by the OECD in 2019 as their new policy framework for the compulsory schooling sector. This framework takes the bold step of asserting that access to disciplinary knowledge is central to schooling, putting it in stark contrast to previous OECD reports which have advocated instead for more generic skills and…