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This paper aims to provide an evaluation of the new education system, based on Life Skills and Citizenship Education (LSCE), in Egyptian primary schools. This study analyzes how effective could be the implementation of LSCE in the process of constructing active democratic citizens, in particular, in the case of Egypt, highlighting problems facing the new education approach.

The study methodologies are twofold; the content analysis of the primary one new curriculum “Discover”, to assess the curriculum's strengths and weakness; and the questionnaire to the primary six students, to investigate the relationship among the twelve life skills.

Content analysis of the textbook shows that the learning process based on LSCE is appropriate for the construction of active citizens. The textbook provides Egyptian children with the necessary opportunities to learn and create, through creative participatory methods. The relationship between the social dimension and other dimensions has been proven by means of the chi-square test. The relationship between participation and the two approximately absent skills “resilience and empathy” has been clarified as both are strongly interrelated with participation. The results illuminate a strong relationship between participation and the remaining life skills.

More questionnaires are needed to assess the grade of life skills achievement among students in grade one and two, as it is regarded one of the limitations of the present study, owing to the complicated procedures and the limited time.

The research suggests the formulation of wider project-based activities to be included in the textbooks of all the primary grades. In this regard, real contribution with NGOs and local governments shall be developed to facilitate the involvement of children in actual projects, in accordance with their ages, and to encourage students to participate, as they notice the efficient results of their contribution.

The research stresses on the importance of enhancing participation, as it is proven through the chi-square test that it is strongly related to other skills.

The scarcity of analytical studies to evaluate the effectiveness of citizenship education programs on children, after the application of the new Egyptian education system.

This paper aims to contend that populism is damaging to both domestic and international politics; not only does it erode liberal democracy in established democracies but also fuels authoritarianism in despotic regimes and aggravates conflicts and crises in international system.

The research is divided into two main sections. First, it examines how populist mobilization affects liberal democracy, and refutes the claims that populism is beneficial and reinforcing to democracy. Second, it attempts to demonstrate how populism is damaging to domestic politics (by undermining liberal democracy and supporting authoritarianism) as well as international relations (by making interstate conflicts more likely to materialize). Theoretically, populism is assumed to be a strategy used by politicians to maximize their interest. Hence, populism is a strategy used by politicians to mobilize constituents using the main features of populist discourse.

The research argues that populism has detrimental consequences on both domestic and international politics; it undermines liberal democracy in democratic countries, upsurges authoritarianism in autocratic regimes and heightens the level of conflict and crises in international politics. Populism can lead to authoritarianism. There is one major undemocratic trait shared by all populist waves around the world, particularly democracies; that is anti-pluralism/anti-institutions. Populist leaders perceive foreign policy as the continuation of domestic politics, because they consider themselves as the only true representatives of the people. Therefore, populist actors abandon any political opposition as necessarily illegitimate, with repercussions on foreign policy.

Some scholars argue that populism reinforces democracy by underpinning its ability to include marginalized sectors of the society and to decrease voter apathy, the research refuted these arguments. Populism is destructive to world democracy; populists are reluctant to embrace the idea of full integration with other nations. Populists reject the idea of open borders, and reckon it an apparent threat to their national security. The research concludes that populists consider maximizing their national interests on the international level by following confrontational policies instead of cooperative ones.

Educators are recognized as key agents of social change, responsible for shaping future citizens. Beyond imparting knowledge, teachers are crucial in addressing societal challenges such as sustainability, democracy and social equality. This study aims to investigate the attitudes of Jewish and Arab students toward democratic values and how they perceive their role as educators in a multicultural society.

This study explores the attitudes of majority and minority group students in an Israeli teacher training college towards realizing democratic values and promoting shared citizenship. The sample included 382 Jewish and Arab students, who answered a questionnaire about attitudes regarding education for democracy and shared society, and their perception of their role in promoting this education.

The investigation delves into students’ civic perceptions, shedding light on the moderate and pluralistic stances held by both Jewish and Arab students. They advocate for cross-cultural exposure and interaction, with Jewish students demonstrating slightly more moderate views than the prevailing norms in Israeli society. Interestingly, Jewish students exhibited a willingness to engage in discussions on conflictual topics, whereas Arab students tended to avoid them.

This study underscores the potential of teacher training colleges in shaping the upcoming generation of educators as advocates of tolerance, and democracy, and promoters of a shared society.

This research gains heightened relevance in a contemporary landscape where numerous nations, especially those comprising diverse cultures, grapple with surges of nationalism that threaten democratic values. Teacher training colleges hold the key to forging a more harmonious future by becoming beacons of transformative pedagogy. These institutions can shape a new generation of educators who are poised to catalyze authentic social change.

Measuring and understanding the dynamics of democracy as well as democratic attitudes of people have become a big challenge for every democratic state. The study proposes the investigation of middle-class peoples’ attitudes towards democracy in Pakistan.

The study employs a deductive approach based on cross-sectional data from Pakistan’s middle-class people. The researchers use a survey questionnaire through a convenience sampling technique. Finally, the study utilizes 1854 samples to conclude the findings.

The evidence confirms that trust in public institutions and political engagement positively and significantly impact peoples’ democratic attitudes. In addition, the investigation witnessed the preference for democracy also supports understanding middle-class peoples’ democratic attitudes.

The study would provide an endorsement for politicians of Pakistan to perceive the inclination of middle-class people towards democracy. The study would guide the researchers and policymakers and intellectualize the middle-class peoples’ opinions and attitudes. Moreover the study would support reflecting the public confidence in decision making and ability to deliver. Finally the study findings would contribute to the literature of political science and democracy to understand democratic attitudes mainly focusing on middle-class populations.

This study empirically confirms the Pakistani middle-class peoples’ attitudes towards democracy.

This study aims to explore the conflicting issues of carbon accounting and trading practices in China through the lens of agonistic democracy.

Based on a framework of three interrelated levels, this study explores emitting entity carbon accounting debates and discussions in mitigating climate change. Interview data were collected from 20 emitting entity participants and external auditors.

This study identifies irreconcilable conflicts between emitting entities and the government in carbon accounting and trading activities. Under the strong influence of government power, emitting entities portray themselves as “responsible” and “legitimate” state-owned enterprises. This study further identifies possible democratic spaces and reveals the potential for agonistic discourse and a fallacy of “consensus” and monologues in institutional space. If the emitting entity and government can overcome their participation challenges, this would significantly facilitate vibrant and agonistic discourse in carbon activities and pave the way for democratic spaces.

This study demonstrates the potential and limitations of applying agonistic democracy and the significance of participation in institutional spaces in government-led carbon accounting and trading issues. It enriches prior research on promoting democratic participation in carbon accounting from the agonistic democracy perspective.

Our study examines multinational enterpris (MNE) decisions to withdraw from the Russian market on moral grounds in reaction to the Russo–Ukrainian war. We investigate to what extent these decisions reflect the normative organizational resilience of MNEs under institutional pressures in Russia. We test the impact of various macro- (home democracy, institutional quality, stakeholder pressure) and micro-variables (ESG criteria) that define the organizational identities of MNEs in relation to their withdrawal decisions. Our sample comprises 1,648 companies from 55 countries doing business in Russia before the start of the conflict.

To test our hypotheses, we perform a nuanced analysis using both latent constructs and regression analysis on data for 1,648 MNEs.

Our results are in line with the foreign divestment literature, suggesting that MNEs are likely to exit normatively distant countries.

In this study, we explore the impact of organizational values on normative responses of MNEs to a geopolitical crisis. We introduce a normative organizational resilience construct to demonstrate how MNEs respond to institutional pressures in a host country, in this case Russia. Making exit decisions on moral grounds, MNEs have acted as social actors endowed with moral sense and intentionality, in conformity with their organizational values.

The paper assesses the role of natural resource rents in Nigeria's economy through the channel of institutional quality.

The analysis is done with the use of autoregressive-distributed lag (ARDL) bounds testing approach to cointegration, vector error correction model (VECM), Granger causality test and cointegrating regression over the period 1996–2019.

Findings support the notion that overreliance on natural resources could exacerbate the growing number of dysfunctional economic outcomes in the country. The study confirms that a mix of weak governance quality and natural resource rents could have a negligible effect on economic growth and possible retardation impact on the economy in the long run as well as in the short run. The evidence further reveals that there is unidirectional causality running from the interaction term to growth, suggesting that growth trajectory could be jointly determined by natural resource rents and the quality of institutions.

The divergent arguments associated with the mechanisms of resource curse in each of the resource-rich countries offer ample support for the contention that economic outcomes in resource-abundant states may not be a product of resource windfalls per se, but rather the quality of governance or ownership structure. Hence, the ultimate aim of the analysis is to further understanding on the link between resource rents and growth in Nigeria via governance channel.

The library and information science profession finds itself grappling with substantial difficulties and hurdles when addressing the trustworthiness and accuracy of information disseminated through social media platforms. This study aims to highlight the educational authority of librarians and propose a framework for librarians to establish their identity, understand the meaning behind their practice and integrate their expertise through knowledge practices, ensuring their relevance and effectiveness in the social media environment.

This study delves into a conceptual framework rooted in philosophical inquiry, seeking to establish a harmonious connection between interrelated concepts of civic roles, professional identity and knowledge practices. It draws upon both original research findings and a review of existing literature in the field.

Civic responsibilities reflect the professional identities of librarians. Evidence of knowledge practices collected from scientific literature emerged to be the important characterization of how librarians uphold their image as educational authorities. It describes the meaning of civic roles and professional practice.

The study sheds light on how librarians maintain their reputation as educators and the knowledge practices that underpin their civic responsibilities amidst the pervasiveness of information disorders.

The framework presented in the study offers a timely and relevant contribution to the complex realm of social media information disorders, a challenge that librarians grapple with regularly. It highlights the emerging role of librarians in society to assert their identity and recognize their civic responsibility in addressing this pressing issue that society faces.

The aim of this paper is to propose a basis upon which accounting reporting can be developed to reflect real values and the real economy. It aims to address the environmental considerations discussed in the UN debate (Bebbington and Unerman, 2020) and the concern for a “better life-world”, which is the theme of this special issue.

Addressing the task involves the application of the philosophy of pragmatic constructivism (which explains how people can relate to their reality in ways that lead to successful action) and the philosophical concept of the “good life” (which establishes the values to be pursued through action and so defines action success). Also, it outlines the necessary characteristics of measurement frameworks if they are to be effective in the development and control of human practices to achieve desired values.

This paper proposes a conceptual framework for guiding the measurement of how a sustainable good life has improved and/or deteriorated as a result of organisational activities. It outlines a system of concepts on basic and instrumental values for analysing the condition of maintaining a sustainable good life in real terms. This is related to the financial results and societal regulations to analyse and adjust controls according to the real economic goals. Also, it provides a system of value measurands to produce valid information about the development of a sustainable good life. The measurand makes accounting reporting reflect the conditions of the good life that constitute the real economy instead of merely the financial economy driven by shareholder capitalism. Providing tools to analyse whether the existing practices of business and social regulations promote or counteract the real economic goals of producing a sustainable good life means the measurement system proposed makes the invisible hand of the market visible.

The mechanism proposed to enable accounting reporting to reflect real values and the real economy is a new conceptual framework that will allow accounting to more fully realise its potential to contribute to a “better world”. In aiming to serve a sustainable good life, accounting reporting will inherently foster ethical social practices.

One key aspect of European curriculum reforms is to empower students with the skills needed to engage actively in the pluralistic and multicultural global society of the 21st century. This study aims to examine the extent of multicultural education within the national core curricula of three European countries: Hungary, Finland and Ireland, focusing on its role in fostering social acceptance through education.

A qualitative research applying discourse analysis was conducted to identify key multiculturalism concepts within the curricula. The analysis concentrated on understanding how multiculturalism is portrayed through various perspectives, emphasizing situational meanings and frameworks. Furthermore, a comparative analysis of the findings was carried out.

The research found that all three curricula contain the concept of multicultural education, although the extent of emphasis varies. The Hungarian National Core Curriculum (NCC) primarily emphasizes national values and sporadically addresses multicultural issues, often from a local perspective. In contrast, the Irish NCC is tolerance-oriented, stressing not only the understanding of different cultures but also the importance of accepting them. The Finnish NCC reflects a global perspective and emphasizes respect for different cultures and minority groups, with a pluralistic approach.

This study enhances our understanding of the discourse of multiculturalism within the curricula of three European countries, emphasizing both their similarities and differences. Additionally, it underscores the crucial role that curricula can play in effectively implementing multicultural education.