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This paper aims to describe, explain and evaluate a graduate education program that provides international project experiences and builds competencies related to collaborative problem-solving, cultural capacity to work globally and sustainable development.

Qualitative analysis of survey data from 28 students supplemented by observation and interviews conducted before, during and after a multi-week project and a ten-day trip to China in 2014. Supplemental data and contextual information were provided by a series of related projects and trips led by the authors in other cultural contexts including Brazil, China, India, South Africa and Turkey.

Six pedagogic practices were perceived as effective by students and generate learning outcomes desired by faculty: authentic problems, learning cycles, shared inquiry, transdisciplinarity, exploration and engagement.

The pedagogy was effective, especially the engagement pedagogy in which students interviewed peers, professionals, residents and others in China.

These learning outcomes and pedagogies have been studied before, but not in this particular combination or as applied to a mix of business, non-governmental organization and government mid-career professionals seeking professional development in leadership for sustainable development.

This study aims to provide a case example of two partner institutions and business faculty who creatively used a collaborative online international learning (COIL) experience during the height of the COVID-19 pandemic and transition to online learning to internationalize an undergraduate business class and use existing technology to offer a case study project to further students’ global mindset.

Using open-ended qualitative comments from an American college and a Peruvian university, researchers uncovered key themes from a virtual COIL-based learning experience offered as part of an international business class.

Student end-of-course evaluation comments from both countries validated the success of the learning experience and value of working together with other students and faculty in a virtual setting.

Areas for future research are provided to extend these initial exploratory findings. However, the implications are clear that the methodology is also appropriate in nonpandemic situations and can quickly bring a global mindset to remote corners of the globe and ensure all students experience the “virtual” study abroad, even when there are travel limitations or budget restrictions for students or the institutions.

The implementation detail provided can be easily replicated by other institutions with a global mindset and internationalization goals.

The proliferation of COIL-based experiences will impact how study abroad experiences are defined and offered in the future.

While researchers have documented COIL experiences in the academic literature, their use during the COVID-19 pandemic, as often the only solution for on-going internationalization, has not been thoroughly studied or documented. In addition, the class activities further used team-based international workplace pedagogy, authentic engagement and technology.

The purpose of this paper is to analyse the impact of peacefulness in the tourists’ country of origin in their main decisions and behaviours when travelling internationally.

A sample of 600 international tourists from 49 countries was divided into five groups according to each respondent’s belonging to a country with a specific level of peacefulness, assessed by the Global Peace Index, to test differences in international travel decision and behaviour patterns.

Travel safety is a critical issue to most tourists, while the peacefulness level of travellers’ country of origin is an important key factor for understanding different travel behaviours and safety perceptions held when going on an international trip, namely, regarding involvement, risk and safety/insecurity perceptions.

This is one of the few studies investigating the impact of peacefulness in the tourist’s country of origin on travel decisions and behaviours, based on the Global Peace Index. Additionally, this study responds to the call of the Prospect Theory regarding general consumption contexts, and adds to the Experiential Consumer Perspective, here applied to tourism consumption.

This study provides guidance to destination and tourism industry managers to attract and segment their market according to tourists’ country of origin, in accordance with its respective level of peacefulness as defined by the Global Peace Index, especially in destinations more affected by terrorism, war, political turmoil, crime and other safety risks.

No published study has tested the impact of peacefulness at home on tourists’ international travel behaviours and decisions yet.

Globalisation of higher education (HE) is becoming increasingly significant with institutions in Europe, America and Australasia looking for new opportunities to engage with students from Asia and Africa, either by delivering in their own countries or by attracting them to study in the institution’s home country. Business and Management Studies are in increasing demand in emerging economies, and are often used as a higher education institution’s route into engagement in new markets. This paper uses case study methodology to provide four comparative cases; these show how one institution used technology enhanced learning to offer its business curriculum in a variety of contexts to different groups of students. The cases highlight two examples which use a technology enhanced approach, with faculty travelling to the student’s home institution to deliver in block‐mode supported with online material or with students travelling to the UK for weekend blocks, again supplemented online. The other two case study examples are primarily online. The cases indicate that a technology enhanced approach has been successful in terms of the students’ experiences of “British” education in a non‐traditional context. An “online only” approach has proved less successful in engaging students from different cultural backgrounds in a “British” educational experience.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

As skills need to be changed in a dynamic learning environment, employability depends not just on what people already know but on how well they learn, apply and adapt breaking out their comfort zone. This study explores how students from all backgrounds and teachers can engage with inclusive education without discrimination through pedagogy. The research provides a platform through implication for other international readers of developing countries to implement pedagogies of the Indian context.

This archival research focuses on the topical literature to scrutinize efficient ways to elevate the realization of all learners in inclusive settings. What inclusive pedagogy teaching approaches, focusing on the key competences and sustains learning which are effectual in elevating the academic success of all novices.

Educators need to develop their skills and competency by breaking their comfort zone, and individual recital of every faculty affiliate is a decisive feature in accomplishing quality for inclusive education. An education institution also needs to provide passable facilities to academicians and students in order to adapt and utilize technology efficiently without any discrimination. This is an important method of assisting educators to recognize and investigate using this epistemology in new innovative inclusive teaching pedagogy with technologies in industry 4.0.

The study momentarily suggests an innovative pedagogy approach for stakeholders and users to be adapted in current digital arena.

Review of the concepts can provide valuable pointers for policy makers in other jurisdictions contemplating inclusive education. The issues that are dealt with relate to how all students with and without disability can be engaged in a classroom without discrimination, and development is incentivized using Information and Communication Technology (ICT) in teaching pedagogy.

This article considers the ethical and political significance of mindfulness by treating it as a pedagogy – that is, as a way of cultivating particular human capacities in response to a specific situation. It puts forward an approach for evaluating its implications not by recourse to a predetermined moral meter, but by locating it within specific historical and geographical contexts as mediated biographically by individual teachers.

Drawing on Edward Said's concept of “traveling theory”, this article proposes an approach called “travelling pedagogy” that sensitises the researcher to how the interplay of temporal, spatial, and biographical factors shape reiterations of any pedagogy. It then uses this conceptual framework to explore how mindfulness has been taught by three of its prominent proponents: Thich Nhat Hanh, Jon Kabat-Zinn, and bell hooks.

The exploration of how mindfulness has been taught by the three prominent teachers featured in this article demonstrates how its ethico-political implications transform under varied conditions of urgency faced by these teachers, respectively: war and militarisation; scientific legitimacy; racialised and gendered capitalism. This points to how a historical approach might add nuance to the discussions and debates on mindfulness beyond overgeneralised hype on the one hand, and sweeping “McMindfulness” critiques on the other.

This article proposes a new conceptual framework for evaluating the ethical and political significance of mindfulness – and indeed any form of pedagogy – by tracking it at the nexus of history, geography, and biography. By conceiving of mindfulness as a travelling pedagogy, it also counsels a more worldly consideration of its implications beyond beatific celebration and patrician contempt.

The purpose of this paper is to provide comparative perspectives on how educators teach issues that affect two countries with a history of governmental tensions. The investigation examines how teachers in Cuban classrooms engage in discourses on the recent developments in Cuban and US relations, including the teaching of historical and territorial issues. This research considers border pedagogy, critical border dialogism and critical border praxis as approaches for those who educate on the effects of US international policies. Ultimately, pragmatic hope offers the possibilities for an emergent third space for Cuban and US relations, including educational exchanges.

The research took place in Cuba during an educational exchange to Cuban secondary and university educational sites. Cuban educators of pedagogy and social education engaged in dialogue and shared information on how they address US international policies during their classroom discussions. The researcher employed methodologies that followed Stake’s (2000) model for a substantive case study. Impressions, data, records and salient elements at the observed site were recorded. Transcriptions were documented for face-to-face interviews and hour-long focus group sessions. Participants also logged responses to written survey questions. The study focused on how Cuban educators taught, discussed and addressed the US international policies in classrooms.

Heteroglossia, meliorism, critical cosmopolitanism, nepantla, dialogic feminism and pragmatic hope were components of the data analysis. Heteroglossia was an essential consideration throughout the study as multiple interpretations of Cuban and US interconnectedness emerged. Meliorism factored into Cuban educators’ commitments to their professions. Critical cosmopolitanism developed as educators put forth different conceptualizations of human rights and democracy. Nepantla emerged as a key aspect as indigenous and self-determined viewpoints emerged. Dialogic feminism was preeminent as patriarchy continues to exist, despite a new awareness of gender roles and gender violence. Pragmatic hope offers possibilities for a transnational community of inquiry and collaboration.

The most obvious limitation to this study is, as a case study, the limited scope of perception.

If future relations between Cuban and the US are deemed uncertain, critical border praxis has an essential role in addressing new sets of uncertainties. This study recommends that educational communities engage in discourses addressing ongoing issues facing the dynamic, fluid border environs. Critical border praxis provides conditions in which we, as educators and members of diverse communities of learners, become cross-borders and broaden the possibilities to achieve what had been considered the unattainable. Resources need to be prioritized and redirected toward educational efforts on national, state and local levels so critical border praxis becomes a reality.

Through transnational and transborder engagements, such as educational exchanges, both US and Cuban educators are provided opportunities to reflect on the strengths and weaknesses of their own educational systems. The role of education, formal and informal, then serves to transform perceptions one-by-one, school-by-school, community-by-community and to influence policy makers to reconstruct education country-by-country as part of pragmatic hope for an enduring Pax Universalis. Pax Universalis serves as a third space where transborder students and educators alike are positioned as co-creators of knowledge and agents of change.

This study proposes a new emergent third space resulting from critical border dialogism that utilizes border pedagogy and critical pedagogies of place to seek new zones of mutual respect and cooperation among educators. Common educational understandings are the key starting point for a critical border praxis that facilitates ongoing dialogue between the two countries and offers pragmatic hope for the futures of both nations and opportunities to ameliorate relationships. An emergent third space is possible through sustained critical border praxis, a praxis that seeks to address points of contention and the bridges that need crossing between the two neighboring countries.

The purpose of the paper is to discover the impact of restrictions connected with the coronavirus disease (COVID-19) pandemic on the work and life of international professional women with children.

A qualitative, explorative research was conducted with 12 international professional women, who were professional women with children under 12; semi-structured online interviews were used.

The radical decrease in international travel combined with an increase in online work and the increased demand of parenting resulted in work overflow, temporary re-traditionalisation of gender relations and a radical decrease in international mobility with respect to future prospects.

The relatively small and non-representative sample needs to be complemented with further investigation into the social and economic consequences of restrictions connected with the COVID-19 pandemic.

A large-scale crisis like the pandemic-related lockdown has had a tremendous effect on societies, including with regard to gender relations. Reflection will be needed in the aftermath of the crises and the gender equality achieved before the lockdown needs to be rebuilt.

The exceptional case of the COVID-19 pandemic generated the need to understand the new situation, especially in the life of mobile professionals and women with small children.

This paper reports on a three-year study that examined the effect of 9/11 on preservice teachers’ perspectives and dispositions toward global concerns and global perspective pedagogy. Participants responded to a “before” and “after” survey in which they indicated the level of their awareness of global concerns, perceptions of their importance, perceived impact on self, and dispositions toward global-perspective pedagogy. The study utilized both quantitative and qualitative data collection and analysis. The data revealed that 9/11 had a significant effect on preservice teachers that resulted in a shift in perspectives and dispositions toward critical global concerns and teaching about them. The findings highlight the critical importance of preparing preservice teachers to develop global perspectives, cultivate critical knowledge and perceptual understandings of global concerns, and nurture favorable dispositions toward global perspective pedagogy.