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This theoretical review examines how democratic education is conceptualized within educational scholarship. Three hundred and seventy-seven articles published in English language peer-reviewed journals between 2006 and 2017 are discursively analyzed. Democratic education functions as a privileged nodal point of different political discourses. Two discourses against (elitist and neoliberal) and six discourses pro democratic education (liberal, deliberative, multiculturalist, participatory, critical, and agonistic) construct its meaning. It is argued that the different versions of democratic education respond to various (a) ontological and epistemological assumptions, (b) normative approaches to democracy, and (c) conceptions of the relationship between education and politics. For educational policy, the review provides a critique of elitist and neoliberal policies and support for participatory decision making across discourses. Recommendations for educational practice are made by identifying pedagogies across democratic education scholarship as well as specific pedagogies for each discourse.

Policymakers, funders, and researchers today view research-practice partnerships (RPPs) as a promising approach for expanding the role of research in improving educational practice. Although studies in other fields provide evidence of the potential for RPPs, studies in education are few. This article provides a review of available evidence of the outcomes and dynamics of RPPs in education and related fields. It then outlines a research agenda for the study of RPPs that can guide funders' investments and help developing partnerships succeed.

Doctorate level attainment has increased significantly in developed economies. In 2019, the average share of 25–64-year-olds with a doctorate across the OECD was around 1%. However, if current trends continue, 2.3% of today’s young adults will enter doctoral studies at some point in their life. This essay starts by describing the expansion of doctoral education. It then reflects on the causes of this growth and the consequences for the nature and purpose of the doctorate. This reflection is mostly based on published research in Higher Education in the last 50 years and the author’s work on policy analysis for the OECD on this topic. The paper finishes with a research agenda on doctoral education and the career of doctorate holders.

As of 2021, more than 30 countries have released national artificial intelligence (AI) policy strategies. These documents articulate plans and expectations regarding how AI will impact policy sectors, including education, and typically discuss the social and ethical implications of AI. This article engages in thematic analysis of 24 such national AI policy strategies, reviewing the role of education in global AI policy discourse. It finds that the use of AI in education (AIED) is largely absent from policy conversations, while the instrumental value of education in supporting an AI-ready workforce and training more AI experts is overwhelmingly prioritized. Further, the ethical implications of AIED receive scant attention despite the prominence of AI ethics discussion generally in these documents. This suggests that AIED and its broader policy and ethical implications—good or bad—have failed to reach mainstream awareness and the agendas of key decision-makers, a concern given that effective policy and careful consideration of ethics are inextricably linked, as this article argues. In light of these findings, the article applies a framework of five AI ethics principles to consider ways in which policymakers can better incorporate AIED’s implications. Finally, the article offers recommendations for AIED scholars on strategies for engagement with the policymaking process, and for performing ethics and policy-oriented AIED research to that end, in order to shape policy deliberations on behalf of the public good.

Purpose The purpose of this case study is to focus on the role of higher education in the realisation of Sustainable Development Goal (SDG) 4, discussing both challenges and opportunities. Drawing on the example of The University of the West Indies (UWI) School of Education (SOE) (Mona Campus in Jamaica), this paper illustrates how higher education can move SDG 4 forward in a realistic and significant way. Design/methodology/approach Drawing on the literature and case study experiences implementing education for sustainable development-related activities within a SOE, opportunities and challenges regarding SDG 4 and higher education institutions (HEIs) are identified and outlined. The SOE at the UWI campus is used as an illustrative case study to highlight the ways in which HEIs can drive SDG 4 through teaching, programme and course development, research and outreach activities. Findings Based on the literature examined, along with the case study, the paper argues that HEIs must help to shape and lead the SDG 4 agenda by being integrally involved and no longer watching from the side lines. A framework to aid HEIs in achieving outcomes associated with SDG 4 is then proffered. The intent is that this will not only help shape discourse but also shape actions, as the demand for higher education increases across the globe. Originality/value This paper uses a Caribbean regional HEI as the basis for the framework proposed to aid HEIs in achieving SDG 4 outcomes. This brings to the fore discourse from the global south, as space that is often missing from the discussion.

Higher education offers the potential to support glonacal (global, national, and local) development. This study presents new empirical and conceptual insights into the ways in which higher education can help to achieve and exceed the outcomes enshrined in the Sustainable Development Goals. Open-ended online surveys were used to learn how academics in Georgia and Kazakhstan view the contributions of universities to addressing self-identified development challenges; and how universities work with the government and the private sector for realising their glonacal development potential. While the study provides ample evidence on the national manifestations of the developmental role of universities, it also shows that limited academic freedom and institutional autonomy impede the full realisation of the potential of higher education. The assumptions underpinning the academics’ views on how higher education can support development are discussed in the light of an innovative framework of essentialist and anti-essentialist approaches. Juxtaposing the national with the global development missions of universities, the paper raises questions on the possibility of delinking higher education from the immediate human capital and modernisation needs of the nation-state and becoming concerned with the global, on promoting freedom to cultivate intellectual curiosity through education and research, and stimulating a more holistic imaginary of the developmental purposes of higher education.

This article explores the understood purposes of refugee education at global, national, and school levels. To do so, we focus on a radical shift in global policy to integrate refugees into national education systems and the processes of vernacularization accompanying its widespread implementation. We use a comparative case study approach; our dataset comprises global policy documents and original interviews (n = 147) and observations in 14 refugee-hosting nation-states. We analyze how the purposes of refugee education are understood and acted upon by actors occupying diverse positions across these nation-states and over time. We demonstrate that the articulated purposes of refugee education are oriented toward possible futures for refugees, and they presuppose refugees’ access to quality education, social belonging, and economic opportunities. Yet we find that across nation-states of exile, refugees’ access to these resources is tenuous. Our findings suggest reconceptualizing refugee education to reflect how refugees are simultaneously embedded within multiple national contexts and to address the exclusions they face within each one. This study of refugee education has implications for understanding the purposes of education in other ever-more-common contexts of uncertainty, including the rapid economic and social changes brought about by migration, globalization, and technology. Empirically, understanding the purposes of refugee education is critical in a time of unprecedented forced migration.

It is increasingly common to interact with products that seem \"intelligent\", although the label \"artificial intelligence\" may have been replaced by other euphemisms. Since November 2022, with the emergence of the ChatGPT tool, there has been an exponential increase in the use of artificial intelligence in all areas. Although ChatGPT is just one of many generative artificial intelligence technologies, its impact on teaching and learning processes has been significant. This article reflects on the advantages, disadvantages, potentials, limits, and challenges of generative artificial intelligence technologies in education to avoid the biases inherent in extremist positions. To this end, we conducted a systematic review of both the tools and the scientific production that have emerged in the six months since the appearance of ChatGPT. Generative artificial intelligence is extremely powerful and improving at an accelerated pace, but it is based on large language models with a probabilistic basis, which means that they have no capacity for reasoning or comprehension and are therefore susceptible to containing errors that need to be contrasted. On the other hand, many of the problems associated with these technologies in educational contexts already existed before their appearance, but now, due to their power, we cannot ignore them, and we must assume what our speed of response will be to analyse and incorporate these tools into our teaching practice.

The United Nations (UN) has launched several initiatives to promote the role of education in Sustainable Development Goals (SDGs) and set Goal 4 for quality education among other SDGs. The integrated Science, Technology, Engineering, and Mathematics (STEM) approach is a promising educational framework for sustainable development that improves education quality. In this study, a bibliometric analysis was conducted to evaluate the scientific results of the role of integrated STEM education specifically in improving the quality of education (SDG 4). A hundred and fifty publications, with an increasing trend in the number of documents each year, out of the total number of 74,879 documents related to “education quality” and 5,430 documents related to “STEM education” were chosen from the SCOPUS database. The study analyzes the growth and development of research activities in the area of “STEM education” and “Quality education” as reflected in the publications output in the time span of 27 years from 1993 to 2020. The publication and citation trends, the most frequently used keywords, the most influential authors and journals, and the research hotspots were investigated using VoSviewer and Bibliometrix software. Accordingly, the United States happened to be the most productive country in this field owning two-thirds of the number of publications. The “Science Education” journal is ranked at the top of the highly cited journals. The findings show that topics such as “early childhood education”, “computing education”, and “environmental education” are the main hotspots in the research area of STEM and quality of education. The results of this study will help enhance the understanding of integrated STEM education in improving the quality of education and will support future works in this area.

Teaching and teachers have recently become the centre of attention of policy makers and researchers. The general idea here is that teaching matters. Yet the question that is either not asked or is only answered implicitly is why teaching matters. In this article I engage with this question in the context of a wider discussion about the role, status and significance of the question of purpose in education. I suggest that this is the most fundamental question in all educational endeavours. It is a normative question which poses itself as a multi-dimensional question, since education always functions in relation to three domains of purpose: qualification, socialisation and subjectification. Against this background I analyse the specific nature of teacher judgement in education and show how the space for teacher judgement is being threatened by recent developments in educational policy and practice that concern the status of the student, the impact of accountability and the role of evidence. I indicate how, where and why these are problematic and what this implies for regaining a space for teachers' professional judgement. (HoF/text adopted).