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The courtyard dwellings of Tbilisi form a critical part of the city’s architectural identity. However, the multiple occupation of these buildings is blamed for confounding their prospects for repair and consequent valorisation as a World Heritage Site. Models for the shared ownership of residential blocks have been adapted globally. Some have established communal sources for rehabilitation and maintenance applicable to historic buildings. The purpose of this paper is to assess the relevance of such precedents to the complex and urgent context of Tbilisi’s threatened architectural heritage.

The paper uses existing literature and data to establish a hypothesis in support of adopting a collaborative approach for the maintenance and rehabilitation of shared buildings in a challenging and specific context. Using socio-economic data to characterise the occupants of such buildings and current critical sources, the paper investigates how existing collective communities can be empowered to capitalise from their unique social frameworks.

It finds evidence to support theoretical claims that there is scope for co-operative networks to flourish there.

The paper is limited to a desktop analysis and relies upon available data and literature to draw its conclusions.

This paper addresses a critical problem in the formulation of conservation plans for Old Tbilisi, it tests the relevance of global exemplars for community repair programmes by reference to existing data for the care of the predominantly domestic architecture of Old Tbilisi at a time of rapid change.

Even though 95% of children with neurodevelopmental disorders, including autism spectrum disorder (ASD), live in low- and middle-income countries, there is a dearth of studies from these countries, including the Republic of Georgia. Several ASD screening tools are available, but few are validated for use in Georgian or other smaller countries. This study aims to adapt and validate the autism spectrum screening questionnaire (ASSQ) for use in Georgia.

The ASSQ was administered for all third-grade students in 402 schools in the five main Georgian cities, n = 27,336. Prior to use, the 27-item ASSQ was translated, back-translated and adapted for use in Georgia. A total of 16,556 students (approximately 61%) were assessed by a parent and/or teacher. Optimal cutoff scores were estimated. Randomly chosen children who screened positive (n = 173) and negative (n = 127) were offered comprehensive assessment using standardized diagnostic procedures.

Data from 15,510 parents- and 13,517 teachers-administered ASSQ revealed statistically significant differences in median and cutoff scores between parents and teachers: 7 versus 4 and 9 versus 6, respectively. Cutoff score = 14, on either parent or teacher ASSQ, had sensitivity of 0.94, indicating that it can be used in school settings.

The Georgian adaptation of the ASSQ creates opportunity for further ASD research, while also providing a valid screening tool for clinicians. Data from Georgia will add to the growing understanding of the broader ASD phenotype.

The purpose of this paper is to investigate the form of young male socialisation referred to as birzha, in its relation to public space in Georgia. Birzha defines a group of young men who meet regularly in urban open spaces in Tbilisi’s neighbourhoods. Partly considered as the initial step of a criminal career, belonging to birzha is a mark of identification with one’s local group. The contested nature of public space is illustrated by the conflicting relation between birzha’s bottom-up use of public space and top-down projects of urban renovation sought by Saakashvili’s government.

Drawing upon literary and media sources, and analysing fieldwork data collected in 2008-2009 and 2014, this study explores how the announced (re)construction of public space under Saakashvili resulted in institutional interventions from above which curtailed public space’s accessibility.

The present analysis points out contradictions in Saakashvili’s government’s political narrative on public space. In the institutional focus on a future of order, transparency, and democracy, birzha is an insistent reminder of an informal and corrupted past. Banned from futuristic projections of the public space, in the present birzha is annihilated by state repression, enforced in opaque zones out of public sight.

Focusing on a largely overlooked phenomenon in social science research, the paper highlights the ways in which conflicting approaches to public space affect the relation between political institutions and citizens. Delving into ambivalent public/private divides in post-socialist societies, the study of Georgian birzha offers an original angle for investigating the contestation of urban public space in relation to political legitimacy and transparency.

This paper sets out to discuss the commonalities that can be found in learning outcomes (LOs) for education for sustainable development in the context of the Tbilisi and Barcelona declarations. The commonalities include systemic or holistic thinking, the integration of different perspectives, skills such as critical thinking, change agent abilities and communication, and finally different attitudes and values.

An analysis of LOs that are proposed in the Tbilisi and Barcelona declarations is conducted, showing specific issues for the commonalities presented. Examples of LOs from Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM) in Mexico, as well as various associations from the USA is shown. A brief discussion is done on the means to achieve these LOs and learning evaluation.

In the example sets of LOs shown, the commonalities presented in the paper's first section appear in the LOs proposed by the institutions. Based on current knowledge and perception, sustainability is properly addressed in the examples.

The paper can be used to foster a wider discussion and analysis of LOs for sustainability education, also further work on teachers' capacity building for sustainability, as well as the assessment needed for future professionals in higher education institutions.

The paper presents the onset of discussing and comparing commonalities among higher education institutions regarding sustainability LOs.

The purpose of this paper is to critically examine the reasons behind a decade long contestations between the Georgian government and the petty traders over the access to the public space for commercial use.

The paper relies on the repeated ethnographic fieldwork conducted in Tbilisi in 2012 and 2013. The ethnographic interviews with legally operating traders and illegal street vendors are supplemented by the in-depth interviews with the representatives of the city government and secondary literature on Georgia’s post-revolutionary transformation.

Bridging the critical literature on the politics of the public space with Polanyi’s theory on commodification of fictitious commodities as a precondition of establishment of a market economy, the author argues that for the Georgian government control of the public space was necessary to pursue neoliberal marketisation policies. These policies required removal of the petty traders from public spaces because the state needed to restrict access to public space and limit its commercial usage to delineate public and private property and allow commodification of the urban land and property. As the commodification intensified and the rent prices started growing and fluctuating, the access to the public space became even more valuable for the petty traders. Therefore, the traders developed subversive tactics undermining the division between public and private space and property.

The paper demonstrates the importance of enforcing the public-private divide in the process of establishing a market economy in transitional settings. Moreover, it illustrates little discussed social costs of establishing such a divide.

The purpose of this paper is to assess the intercultural sensitivity of students in teacher educational programs at higher education institutes (HEIs) in Georgia.

This research explored the intercultural sensitivity among 355 randomly selected students in teacher education programs at higher education institutions in Georgia. A questionnaire based on the Development Model of Intercultural Sensitivity (DMIS) and Cushner et al. (2006) model of sources of cultural identity was developed as a research instrument and adjusted to the Georgian context to measure the students’ intercultural sensitivity.

The results showed that a majority of the students were in the ethnocentric phase of intercultural sensitivity, as defined by Bennett (1993); students in teachers’ educational programs were selectively sensitive to different sources of cultural identity; students were selectively tolerant to different groups in the population with the same source of cultural identity and the level of educational attainment, as well as the location of the higher education institution affected students’ level of intercultural sensitivity.

The findings of this study carry valuable practical importance as they can be used to improve teacher education programs at higher education institutions in Georgia.

The study has scientific value in that the instrument used to assess intercultural sensitivity was developed for the Georgian context, and students’ intercultural sensitivity to 12 different sources of cultural identity was investigated.