Undergraduate students showed an increase in moral reasoning (DIT) after a semester-long course covering topics of advertising ethics, completing a new advertising ethics training program (CEAE), and engaging in activities that allowed for reflection. Students placed more importance on postconventional stages of moral reasoning over personal…

This study explores the practical implications of the paradox of moral education, focusing on how Swedish social study teachers (civics, geography, history, and religious education) navigate conflicting responsibilities to convey values and facilitate critical thinking when addressing controversial issues in their classrooms. Through qualitative…

This paper presents the findings of our exploration of our open educational practices (OEP) with graduate students. As reflective practitioners, we used a self-study methodology and collaborative autoethnographic methods to interrogate our open approaches to teaching and supervision. We draw on our developing competencies to support the wisdom,…

This article describes how Globalization of Neoliberalism in education through International Financial Institutions like OECD and World Bank is imperialist in nature. It examines how imperialism has affected education in the heart of the empire through the organized business sector, Edubusiness, privatization and militarization. This model of…

In a society that strives for sustainability it is important to observe and value different forms of knowledge. Creating art is not a meaningless exercise. Instead, one might say that works of art serve as a window that interprets the world. In the article it is argued that artistic actions can offer a combination of critical and creative thinking…

The article argues teachers matter because of their potential to engage in critical reflection on values associated with connecting the local, the national and the global. Their practice can support those who are dislocated, and who have no place. Teachers matter because they can help us understand how we share humanity and aspirations across many…

The Organisation for Economic Co-operation and Development (OECD, 2013) defines its views on necessary skills for 21st century citizenship and life-long learning, advocating a generic skillset of literacy, numeracy, and problem-solving in technology-rich environments. Other sources also include critical thinking as a vital 21st Century skill.…

This paper explores how thinking and values in student teachers are cultivated in the Singapore context, via a case study of a teacher educator selected based on having won excellence in teaching commendation awards. The study adopts a qualitative case study methodology (i.e., interviews with the teacher educator and her student teachers) and uses…

The main purpose of an integrated curriculum is to have a student-centered curriculum that engages students, improves student learning, and increases student interest. Higher-order thinking skills, cooperative learning, and consideration of other students' values are emphasized. Students collaborate with teachers to make lessons that address…

This qualitative study examines what four pre-service and six practicing geography educators in Singapore schools believe to be the purpose of climate change education, and how this intersects with their beliefs about student readiness to handle controversy within climate change education. A key finding of this study indicates that the teachers'…

Games Creation (GC) is an instructional strategy that encourages students to develop problem-solving and critical thinking skills. Children who experience GC have the potential to construct knowledge and a deeper understanding of game play (Rovegno & Bandhauer, 1994) and positive outcomes in motor skill development (Dyson, 2001; LaFont,…

The aim of this study is to determine the relationship between the individual values and critical thinking skills of prospective social sciences teachers. The sample of the research is composed of a total of 298 prospective teachers, who are first-year, second-year, third-year and fourth-year students. These prospective teachers were randomly…

Critical thought is a necessary element for proficient practice in social work at both the micro and macro levels. For this reason, social work educators must seek to integrate critical thought in BSW and MSW curricula. This article provides a method for achieving this integration in the social welfare policy course. The method includes the four…

Ensuring that university graduates are ready for their professional futures is a complex undertaking that includes, but is not limited to, the development of their professional knowledge and skills, and the provision of empowering learning experiences established through their own contributions. One way to draw these complex processes together for…

This paper is concerned with the relationship between authenticity and adult learning and prompted by some studies in which adult "authentic learning" is a central concept. The implication revealed by them is that real-worldness of learning contexts, learning content and learning tasks is perceived as conferring authenticity on learning. Here,…