About the Journal

The Journal of Ethics in Higher Education is a biannual academic journal published by Globethics Foundation based in Geneva (Switzerland). As diamond open access journal we make sure to provide the reader and author with valuable and concrete publishing service: permanent and free access to published scholarly works for readers and no publication fees for the authors.

Focus and Scope:
The focus and scope of the Journal of Ethics in Higher Education (JEHE) is to answer to the request made by many faculty members from Globethics Consortium of higher education institutions, Network, Partners, Regional Programmes and participants to Globethics International Conferences to have a new space on Globethics platform for the publication of their research results in a scientific Journal.
The journal is aimed for academic experts in ethics and education, working at the forefront of ethical thinking in global and intercultural perspective, academic integrity and the philosophy and practice of higher education.
Communication on the theme of each new Issue can be found in the Announcements, and is sent by email to all registered readers and authors. 

Open access:
Our type of open access journal is based on 1) no embargo period, 2) no requirement for users to register to read content.
A very low charge for the print version is necessary to compensate our costs. Reader can order print copies of each Issue from: publications@globethics.net, at a price of 15CHF (+ shipping).
Submitted-Accepted or Published versions of each article (the version of record) can be deposited by the author on their academic institutional repository or personal author webpage.

Issue 4(2024) has been released in July. The theme of 5(2024) planned for December has been announced, title: Ethics in Open and Distance Education. We ask all authors to share their contributions until 1 December 2024 to: mailto:publications@globethics.net

The Journal of Ethics in Higher Education as Globethics books Series and Globethics Library, are part of Globethics Academy and resources.

Announcements

Call for Papers | Issue 6(2025): A Practice-based Approach in Education: Contemporary Rethinking of Leadership

2025-02-21

Among the most consistent ways of integrating theory into practice and redefining the way a rule-based order should function, the practice-based approach has culminated as a true positivist redefinition of norms in all possible domains, transforming how traditional leadership is conceive into a model of [rule of practice based] ethical leadership.

We invite contributions addressing all aspects from historical, religious and philosophical roots and key models or systematic theories, to very practical case studies and tool-based approaches. Critical thinking on governance and leadership as well as pragmatic use of concrete impactful strategies are welcome. Business leaders, educational leaders, and the public interest are different levels of how leadership unfolds from the family to large spheres of economic and social interest, where ethics and mutually interconnected aspects of the reality play a crucial role in decision-making and the solving of ethical dilemmas.

Emerging technological challenges bring to responsible leadership new faster ways of getter around obstacles in the way work is carried out, but fundamental issues remain profoundly human in character.

Deadline for delivery of your article: 15 May 2025 to publications@globethics.net

Read more about Call for Papers | Issue 6(2025): A Practice-based Approach in Education: Contemporary Rethinking of Leadership

Current Issue

No. 5 (2024): Ethics in Open and Distance Education
View No. 5 (2024): Ethics in Open and Distance Education

Open education is in comparison to the UNESCO 2021 recommendation for open science, based primarily on the intellectual virtue of open science. We easily notice in this text the great admiration for a philosophical positivism, placing academic knowledge and science in the center of some collaborative practices: “open, transparent, collaborative and inclusive scientific practices, coupled with more accessible and verifiable scientific knowledge subject to scrutiny and critique, is a more efficient enterprise that improves the quality, reproducibility and impact of science, and thereby the reliability of the evidence needed for robust decision-making and policy and increased trust in science.” There is a “vital importance of science, technology and innovation (STI)”, if not for “promoting democracy and peace” or for complying with the UN “Sustainable Development Goals”, open science or its younger brother open education are meant surly to reduce a de facto economically unequal situation in the world, which can be depicted as distance or “digital gaps” existing “between and within countries”.

Open economy of knowledge suggests a ground principle of negative freedom not to be constrained in an access to some basic goods. We should think about natural conditions, not only political and economical or human decision related constraints: Africa, and the least developed countries (LDCs), landlocked developing countries (LLDCs), show that natural types of constraints are everywhere. Interestingly, twelve among the poorest countries (with the lowest Human Development Index, (HDI) scores) are landlocked, or isolated places. With eight thematic articles focusing on open and distance education, JEHE 5(2024) is reaching closer to the heart of interdisciplinary research, bringing thought elements for policy in artificial intelligence and education, by showing that good conversations on ethics can bring teaching and research beyond the traditional gaps.

Published: 2024-12-30

Thematic Articles

Non-thematic Articles

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