This study explores the meta-conceptualization of the high-quality education system in China from multiple perspectives. It intends to analyze the current literature related to the construction of high-quality education system, sort out and summarize its connotation, characteristics, elements, problems, and countermeasures, to deepen the cognition…

In South Africa, the scholarship of epistemic justice has taken on an historical gaze with higher education framed as a social institution that might ameliorate the historical traumas of colonialism. Undoing the legacies of colonialism has been framed as the democratisation of the knowledge project. Using the White Paper 3 of 1997 that posits…

Based on a study of five women's studies degree programmes, this article attempts to discuss pedagogical issues that are surfacing in higher education on account of the changing social composition of students since the implementation of reservations for Other Backward Classes in higher education. Critical pedagogy has not found much space in…

Reference to Knowledge Exchange (KE) in UK Higher Education Institutions (HEIs) has become common place, reflecting the continued changing role of universities within society. Arguably, KE draws together notions of HEIs as purveyors of knowledge, with students helping to create a tripartite relationship with HEIs and the wider community as well as…

The global research system is pluralising as more researchers and institutions around the world contribute to knowledge creation. However, global research remains highly unequal because of the hegemonic influence yielded by Global North/West. The unequal dynamics impact the dynamics of international research collaboration (IRC). Through in-depth…

This article fills a notable gap in existing research on outcome-based education (OBE) in India. It reports findings from a multi-sited field-based investigation of OBE across five relatively highly ranked institutions in India. Building on actor-network theory the article argues that attempting to study OBE opens up a range of concerns such as…

Recent discourse about the impact of university research has focused on "what" research impact is and less on "how" it manifests. To explore these two questions, we draw on knowledge theory and build on the distinction between explicit knowledge and tacit knowledge. We propose that tacit knowledge and knowing are necessary…

This article presents a case study of the integration of the scholarship of teaching and learning at the Faculty of Medicine at the University of Prishtina in Kosovo. We discuss the challenges and opportunities inherent in bringing together a specific cultural, economic, and political context with the beliefs and practices of SoTL in the health…

This collective response paper concludes the Special Issue on "Revisiting 'Asia as Method' in Education Research: Toward Ontologies and Epistemologies of Difference." The paper provides reflections, constructive critiques, and key learnings from individual papers and the Special Issue as a whole. A key feature of the paper is the…

This article suggests to reflect on the philosophical foundations of Open Education. It reaches out to Bergson's and Popper's respective understandings of Open Society; ontology of immanence, not-yetness; and post-inquiry. It invites to revisit "ethos," "eidos" and "praxis" in Open Education to move away from a…

This article explores the diverse epistemic perspectives on intelligence, tracing its conceptual evolution across early Indian philosophy, Western philosophical thought and contemporary computational theories. Intelligence is examined as a dynamic, multifaceted phenomenon that transcends mere cognition, extending into embodied, ecological and…

This conceptual paper presents a decolonial critique of Eurocentric epistemic hegemony in South Africa and its impact on the curriculum. We argue that the propagation of knowledge from the Global North as 'universal' through conceptually vague framings of curriculum internationalization is contributing to the maintenance of Eurocentric hegemony.…

Agroecology is recognised as a socio-political and agricultural praxis and as a scientific domain. However, the dominant anthropocentric narrative that views nature as an exploitable resource is still present in agriculture faculties. In this contribution, we use three avenues to advance the possibilities of linking two counter-hegemonic forces to…

One of the recent developments in the field of internationalization of higher education (IHE) is a greater recognition that, alongside the opportunities offered by this process, there are several political and ethical issues that are complex, contradictory, and contestable (Stein, 2017; Leal, 2020). In this regard, Chiappa and Finardi (2021) claim…

This paper explores the intersection of pedagogical research in communication and research on public diplomacy and engages with the notion of "knowledge diplomacy." It revises the concept of the "collaborative" central to both public diplomacy and higher education pedagogy. With both fields emphasizing the importance of…