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This explorative literature review aims to examine the content and methodologies of recent empirical studies on the aspirations of youth in situations of migration in Europe. The search yielded 30 peer-reviewed social science publications in English for the period 2010–2022, including both intra-European migrants ages 10–24 and youth with backgrounds from outside Europe. Contextual analysis was used to analyse the content of the reviewed studies, while a typology developed by Beckert and Suckert was used to examine features of the future appearing in the studies’ research aims, methodology and findings. The analysis broadly situated the studies within constructivist traditions, occupying a mid-position between deterministic and agency-oriented epistemologies. All the features of the future listed by Beckert and Suckert were found in the material, but the categories 'Temporal configurations of the future' and 'Space of the future' showed greater complexities. Participants in the studies lived in different European countries and the study samples comprised a wide range of ages, socioeconomic backgrounds, and status of residence. Nevertheless, barriers linked to participants' position as migrants were tangible, while the ability these young people had to envisage the future was strongly affected by uncertainties linked to migration policy and administrative decisions on their status. A mismatch could notably be observed between youth aspirations and the opportunities offered by their life situation, which led to delays in life projects and the inability to plan ahead.Critical relevance statementBy an analysis of social studies research on aspirations of youth in situations of migration in various European countries, this review highlights the need to consider implications for youth aspirations and life trajectories in both policy and practiceKey points• Young people in situations of migration have high aspirations but confront substantial barriers• Uncertainties prevent youth from long-term planning and realising life projects• Current policies create conditions that are not consistent with European values and ambitions

The relationship between human rights and Islam is important in countries of the Arab world where religion plays a significant role in public debates and daily life. The topic is particularly relevant at a time of sharpening conflicts and polarization, when forms of government in the region, the current world order, and the legitimacy of international organizations are increasingly contested. Much of the scholarly work published in English on this topic draws on sources available in English. This review, therefore, aims to make a contribution to the field through analysis and discussion of academic papers published in Arabic. A search was made in Google Scholar in April 2022 which yielded 12 publications published in 2020 and 2021, after inclusion and exclusion criteria had been applied. These publications were analyzed drawing on the four framing categories. A summary is also given of the definitions, sources, and premises on which the arguments of the publications draw. The reviewed papers contrast the universal and divine foundation of Islamic human rights with the limitations of modern conceptualizations based on the Universal Declaration of Human Rights (UDHR). The latter is described as emanating from Western hegemonistic aspirations and as detached from moral and spiritual values. The papers consequently argue that human rights would be guaranteed globally by generalizing a system of governance based on Shari’a law and the ideal of the Rightly Guided Caliphs. Little attention is given to human rights abuses observed in Muslim societies, diverse interpretations of Islamic source texts, or concrete measures to improve human rights protections in practice. Importantly, the arguments presented in these papers tend to reinforce a contemporary discourse that frames conflicting visions on human rights as a ‘clash of civilisations’ between ‘Islam’ and ‘the West’.

In the context of the COVID-19 pandemic, we aim to identify and understand the obstacles and barriers in applying electronic exams successfully in the process of distance education. We followed an exploratory descriptive approach through a questionnaire (one general, open question) with a sample of university teachers and students in four of the largest universities Palestinian in Gaza. A total of 152 were returned from 300 distributed questionnaires. The results indicate that the university teachers and students faced 13 obstacles, of which 9 were shown to be shared between teachers and students, with a significant agreement in the regression analysis. Several of the obstacles perceived by respondents are in line with the literature and can be addressed by improved examination design, training, and preparation, or use of suitable software. Other obstacles related to infrastructure issues, leading to frequent power outages and unreliable internet access. Difficult living conditions in students’ homes and disparities in access to suitable devices or the internet make social equity in connection with high-stakes examinations a major concern. Some recommendations and suggestions are listed at the end of this study, considering local conditions in the Gaza governorates.

As history teachers, we believe it is imperative to bring history to life for our students, but we know that it is challenging to provide excursions that are relevant and cost- effective, while developing students' historical skills and creating a sense of belonging in their community. The PC Shout-Out Project was an incursion for Year 8 students that took place at Perth College Anglican Girls' School, a K-12 school. The aim of the project was to encourage students to develop their oral history skills and form greater connections with members of the wider community, while engaging with the Positive Psychology that underpins our school's leadership program. The incursion was a three-day multi-disciplinary project in which past Perth College graduates visited the school to be interviewed by the Year 8 students. The students used the interview data to write narratives about interviewees and created artworks that reflected their key strengths. The final process in the project involved sharing the students' creations with their peers and interviewees. We realise that not all teachers will have the luxury of three consecutive days for an incursion, so we also suggest timeline alterations to suit differing schedules. [Author abstract]

Global health challenges are likely to be aggravated in the coming years by rapid climate change and environmental degradation. To address the resulting health inequities, nurses need an integrated understanding of environmental and social determinants of health. This study adopts an explorative inductive approach to examine how global health and sustainability are expressed the course syllabi of undergraduate nursing programmes (n = 24) in Sweden. After excluding biomedical and other unrelated content, 67 syllabi were selected for a thematic analysis. Results indicate that global health, the social determinants of health and sustainability tend to appear in a fragmented manner in the syllabi. Global health content is often limited, relegated to elective courses, or altogether missing. A theoretical framework is lacking, and focus lies on an individual rather than structural perspective. Based on international policy, earlier studies on undergraduate nursing education and theoretical work, suggestions are made for how global health and sustainability content could be integrated into nursing education, notably by using a structural competency approach.

Despite continued efforts by educators, UN declarations and numerous international agreements, progress is still limited in handling major global challenges such as ecosystem collapse, accelerating climate change, poverty, and inequity. The capacity to collaborate globally on addressing these issues remains weak. This historical review of research on global learning for sustainable development (GLSD) aims to clarify the diverse directions that research on GLSD has taken, to present the historical development of the research area, and highlight emerging research issues. The review summarizes key findings of 53 peer-reviewed publications, published in English in the period 1994–2020 identified with the search terms “global learning” and “sustainable development”, sustainability or GLSD, respectively. The review documented a gradually growing knowledge base, mostly authored by scholars located in the global North. Conclusions point to what we might achieve if we could learn from one another in new ways, moving beyond Northern-centric paradigms. It is also time to re-evaluate core assumptions that underlie education for sustainable development more generally, such as a narrow focus on formal learning institutions. The review provides a benchmark for future reviews of research on GLSD, reveals the emerging transformative structure of this transdisciplinary field, and offers reference points for further research.

This paper aims to make a contribution to recentering practice- and practitioner-oriented issues in Roma education studies. Gaps can be observed today between conditions of educational work in practice and the ways education is understood in mainstream academic discussions, compounded by the fact that educational workers in the field have limited access to academic environments. Also, as a subject dealing with minorities, education for Roma and Roma communities tends to occupy a marginal position in academic departments of Education. Inversely, in Roma studies, focus often lies on culture or history, and education is mainly considered through the lens of identity. This means that many important experiences in Roma educational work remain silent, and significant aspects of practices are not sufficiently shared across contexts. In this paper, experiences from education projects in Albania and Sweden are presented and considered against the background of Roma education policies in these countries generally. An analysis is made of the ways these projects directly or indirectly connect to local academic structures. Finally, suggestions are made of potential strategies for developing practice- and practitioner-driven research in this area, to make relevant experiences more accessible across linguistic and national borders.

This call for a Special Issue aims to present perspectives from all continents on what Global Learning for Sustainable Development can be today, and what it could mean for the future of our planet. When the term was originally coined ten years ago, the intention was to underline that cooperation and intelligent action is needed on a global scale, to resolve the serious environmental threats our modes of production have resulted in. Global action is also necessary to address famine, war, forced displacement or population explosion. Unfortunately, despite several international conferences and significant agreements, we can see that sustainable development is still interpreted as continuing on a path of unrestrained economic expansion. Education for sustainability in schools or universities is still very far from transforming societies or enabling transitions to sustainability. The question is therefore what can global learning mean, if our aim is not only to achieve incremental improvements, but to reverse current trends before we cross even more tipping points? How can we define truly sustainable development, while seriously considering both economic and technological implications? How can we as societies organize our learning for transitions to sustainability, within and outside existing formal education systems?

Summary Health promotion is thus not only a participatory practice, but a practice for empowerment and social justice. The study describes findings from a community-based participatory and challenge-driven research program. that aimed to improve health through health promotion platform in an ethnically diverse low-income neighbourhood of Malmö, Sweden. Local residents together with lay health promoters living in the area were actively involved in the planning phase and decided on the structure and content of the program. Academic, public sector and commercial actors were involved, as well as NGOs and residents. Empowerment was used as a lens to analyse focus group interviews with participants (n=322) in six co-creative health-promoting labs on three occasions in the period 2017-2019. The CBPR interview guide focused on the dimensions of participation, collaboration and experience of the activities. The CBPR approach driven by community member contributed to empowerment processes within the health promotion labs: Health promotors building trust in social places for integration, Participants motivate each other by social support and Participants acting for community health in wider circle. CBPR Health promotion program should be followed up longitudielly with community participants to be able to see the processes of change and empowerment on the community level.

The aim of this study is to investigate how patterns of collaboration and scholarly independence are related to early stage researchers’ development in two multidisciplinary learning environments at a Swedish university. Based on interviews with leaders, supervisors, doctoral students, and post docs, results show how early stage researchers’ development is conditioned by their relative positions in time (career stage) and space (geographical and epistemic position). Through the theoretical notions of ‘epistemic living space’ and ‘developmental networks’, four ways of experiencing the multidisciplinary learning environment were distinguished. Overall, the environments provided a world of opportunities , where the epistemic living space entailed many possibilities for cross-disciplinary collaboration and development of scholarly independence among peers. However, depending on the members’ relative positions in time and space, this world became an alien world for the post docs who had been forced to become “over-independent” and find collaborators elsewhere. Moreover, it became an avoided world for absent mono-disciplinary supervisors and students who embodied “non-collective independence”, away from the environments’ community. By contrast, a joint world emerged for doctoral students located in the environment, which promoted their “independent positioning” and collaborative ambitions. Thus, early stage researchers’ collaboration and development of scholarly independence were optimised in a converged learning space , where the temporal and spatial conditions were integrated and equally conducive for learning. Based on these results, the authors provide suggestions for how to improve the integration of scholars who tend to develop away from the community because of their temporal and spatial positions.