Journals
2026 EN
Alluri Rina Malagayo
Within a global context of high intensity conflicts, war, and genocide, there has been an increased awareness that there is a need for universities to reckon with their colonial past and politicized economic relations through decolonizing practices. These complex dynamics raise debates around academic freedoms, epistemicide, and the coloniality of knowledge and its dispossession of people’s ideas. This article argues that decolonizing peace and conflict studies (PACS) in higher education institutions involves the critical questioning of how to recenter ‘worldviews’, stories, experiences and learnings of racialized, gendered, BIPOC, and/or Global South women educators and researchers in academia. The article offers insights into how marginalized women educators and researchers are: reflecting on decolonial and intersectional theories; engaging in institutional acts of service, offering critical classroom pedagogies, and; conducting reflexive qualitative research in conflict affected contexts through everyday forms of resistance.
Journals
2026 EN
Ho Yann-Ru
In conflict regions, educational institutions often implement defense education against violence and foster solidarity. The Taiwan Strait is an example of such a conflict area, and Taiwan has implemented university-level defense education since the 1950s. This point of departure article uses Taiwan as a contextualized example to examine how university-level defense education defines and teaches conflict. A critical concept, culture of war and culture of peace , by the United Nations is utilized for analysis (UN General Assembly 1998 ). In Taiwan’s defense education, competing definitions of conflict exist; one pinpoints conflict as military strife and another as local ethnic diversity. The curriculum advocates for understanding ethnic differences and solidarity, yet actual pedagogies include military training, maintaining a culture of war. Via critical reflection on the misalignment between conflict definitions and teachings, this article contends that National Defense Education could be reformed to eschew militarism and envisions implications for peacebuilding curricula worldwide.
Journals
2026 EN
Kushima Kaori · Yukawa Taku
This study examines why some new democracies invite international election monitors while others do not, focusing on the context of democratisation. It posits that not all democratisation episodes are qualitatively similar, and these differences influence the likelihood of inviting election monitors. The study hypothesises that new governments emerging from democratic revolutions are more likely to invite international monitors for their founding elections. This likelihood arises because post-revolutionary regimes face greater uncertainty about their democratic nature than elite-led transitions do. By comparison, regimes that democratise through elite pacts face less pressure to prove their democratic credentials, making them less likely to invite monitors. Quantitative and case study analyses are used to test the hypothesis, providing a new perspective on variations in election monitoring invitations between the Cold War and post-Cold War periods.
Journals
2026 EN
Dubynska Oksana · Mondich Oksana · Krasilova Yuliia
+2 more
This article examines student academic performance through the lens of stress-related intersectionality among university lecturers in Ukraine during wartime. It presents empirical research on how professional stress, exacerbated by the military context, affects the pedagogical effectiveness of higher education lecturers and, as a result, student academic performance. The main stress factors identified include work overload, emotional burnout, administrative pressure, lack of institutional support, and war-related challenges such as danger, displacement, and the constant threat of attack. The study, conducted in three Ukrainian higher education institutions located in regions with different security and social conditions, included surveys, interviews, focus groups, and diary keeping with both teachers and students. The results confirm that stress during war significantly undermines the quality of teaching, student motivation and academic performance. The article proposes a set of stress management strategies, including organisational changes, psychological support systems in universities, the development of self-regulation skills, and professional mentoring. The implementation of these measures will strengthen the mental health of Ukrainian teachers and contribute to improving student academic performance in conditions of martial law.
Journals
2026 EN
Hung Yu-Han · Kim Jongsung · Kawaguchi Hiromi
This study is aimed at exploring how teachers in Japan, Korea, and Taiwan teach about WWII in the Asian context. Using a case study design, this study documents three social studies teacher educators and in-service teachers’ experiences of teaching WWII in Asian contexts. The findings illuminate how teachers from Japan, Korea, and Taiwan face different challenges when teaching WWII but share similar difficulties, including centralised curriculum guidelines and political power control. In addition, the findings also prove that in-service teachers make curricular-instructional decisions around teaching WWII that reflect the broader educational challenges faced by teachers who work within the context of such social controversy.
Journals
2026 EN
Amitay Gila · Asraf Kfir · Elisha Ety
+3 more
This study examines attitudes towards political freedom of expression among 570 Jewish-Israeli students and academic staff in Israeli academic institutions during the ongoing Israel-Hamas war (2023–2025). The study used an online survey to compare perspectives on campus and social media expressions. Findings reveal that, generally, academic staff showed stronger support for political freedom of expression, while students favoured more restrictive approaches. Both groups supported harsher responses to pro-Hamas compared to pro-Israeli statements, with students showing stronger preferences. Students also perceived controversial statements on social media as more deserving of harsh responses than equivalent campus statements. The study utilised social identity theory to interpret how professional roles and group identities shaped attitudes towards controversial political expressions during the war. The findings highlight the complex dynamics of balancing free speech with security concerns in academia during wartime, underscoring the need for nuanced policies that consider varied stakeholder perspectives and the role of social media.
Journals
2026 EN
Ramirez Carlos Hernan
Great-power tensions, regional conflict, and income inequality are some of the principal troubles facing the international community. The blame for this current global turmoil is commonly framed as the outcome of globalisation gone awry. This article challenges this conclusion. First, globalisation cannot be the primary explanation for these outcomes since it is not an ideology, a distinct set of ideas, or a programme of policies. Globalisation is only a framework of integration that necessarily requires ideas, tenets, and strategies to animate it. Second, it is important to distinguish between two different periods of discrete global order: the Liberal International Order which began in 1945 and ended in 1980 followed by the Neoliberal International Order which finished in 2015. Concomitantly, the ideology, principles, and policies that infused each order determined the substance of globalisation during each period. Conflating liberal and neoliberal ideologies and the orders they imbued obscures the fact that their substance and consequences diverged significantly. A proper scrutiny of each order and its underlying ideology would also induce a careful examination of globalisation particularly of the benefits accrued during the liberal period. Ultimately, it was the implementation of neoliberal policies that are at the root of the current turbulence.
Journals
2026 EN
Edelsztein Valeria · Cormick Claudio
The relationship between far-right and science has gained increasing scholarly attention, yet existing analyses often rely on broad labels such as “anti-scientific” or “anti-intellectual” without sufficient conceptual precision. This lack of precision, in turn, commonly leads to an inadequate analysis of the discourse of figures such as Argentine President Javier Milei. This article attempts to overcome this limitation by applying to Milei’s case a novel theoretical framework that distinguishes between two complementary dimensions of anti-science attitudes: an epistemological axis and an ethical–political axis. Empirically, the study draws on roughly 109 h of public statements produced by Milei between December 2023 and July 2025, analysed through a qualitative discourse approach inspired by grounded theory. The findings show that Milei selectively targets publicly funded intellectuals and institutions, framing them as corrupt, useless, or indoctrinating, while simultaneously praising market-oriented knowledge producers. Epistemologically, however, he does not reject science per se; instead, he frequently celebrates scientific progress and expert authority, except in specific cases such as climate change where his market fundamentalism overrides scientific consensus. We show that Milei’s discourse is better understood as a “war over science” – an attempt to appropriate science under neoliberal logics – rather than as wholesale anti-scientific rejection.
Journals
2026 EN
Jiang Qi · Wang Nengmin · Jiang Bin
+1 more
This study attempts to reveal the relationship between supply chain disruption orientation (SCDO) and firm’s resilience in China under the background of the US–China trade war. Furthermore, the paths to build firm’s resilience through resource reconfiguration and organizational learning (OL) are explored with dynamic capabilities theory. We adopt mixed-methods research design, collecting survey data from 220 Chinese manufacturing firms to test the conceptual model with partial least squares structural equation modelling and second-hand data from Dow Jones Factiva to conduct theme analysis. The results show that resource reconfiguration and OL have full mediation effect on the relationship between SCDO and firm’s resilience, respectively.
Journals
2026 EN
Vitman- Schorr Adi · Sasson Shoshan Tali · Starikov Nadya
+3 more
To explores how indirect media exposure to the October 7 massacre in Israeli communities and the State’s failure to protect civilians affected the sense of security and institutional trust among older Israeli adults, and to examine the personal and social resources, that contribute to their coping and adaptation. Qualitative phenomenological approach, in-depth interviews were conducted with 16 Israeli residents aged 60 and above. Findings revealed two main themes: (1) The undermining of security: psychological distress and institutional distrust in the wake of October 7th; (2) Personal and social resources as pillars of coping and resilience in times of crisis. Each of them was divided into two sub-themes. This study emphasized emotional distress and institutional erosion of confidence, and highlighted the moderating role of personal and social resources. Drawing on life experience, emotional regulation and social support, participants demonstrated resilience despite subjection to indirect trauma. Theoretical and practical implications are discussed, emphasizing the role of past experiences and social support in coping strategies.