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  • Sustainability, Ethics and Education
    No. 8.2 (2026)

    This issue brings together nine contributions that examine the ethical, pedagogical, governance and inclusion challenges arising from the rapid transformation of higher education. Although the papers address diverse contexts and themes, they are united by a common concern: ensuring that educational innovation, particularly through artificial intelligence (AI), is guided by responsible governance, ethical reflection and equitable participation.

    A dominant theme is the responsible adoption of AI in higher education. Kane and Davis explore the ethical oversight of predictive analytics through a case study demonstrating that institutional governance of AI must extend beyond technical performance to encompass transparency, accountability and inclusive decision-making involving diverse stakeholders. Complementing this perspective, Bahrini and Soltani present a two-part empirical investigation of generative AI adoption among Tunisian university students. Their findings challenge conventional technology acceptance models by showing that ethical perceptions, habitual use and organisational support outweigh perceived usefulness and ease of use in shaping AI adoption. Together, the two papers provide valuable theoretical and practical insights into the behavioural, organisational and ethical conditions that underpin sustainable AI integration. Abdelaziz further advances this discussion by proposing Ethical Readiness as a pre-deployment governance framework, arguing that higher education institutions require mature governance structures, accountability mechanisms and institutional capacity before implementing Responsible AI. Completing the AI-focused contributions, Kimboka and Rashid examine the implications of AI-assisted learning for student assessment in Tanzanian higher education. Their qualitative study advocates assessment approaches that privilege critical thinking, reflection, authentic performance and transparent use of AI, thereby preserving academic integrity while recognising evolving forms of learning.

    The issue also broadens its ethical focus beyond AI. Çetin introduces the Internal Biodiversity Framework, an innovative conceptual model that reimagines conscience as a dynamic ecosystem of multiple ethical voices rather than a single moral authority. Drawing upon psychology, philosophy and neuroscience, the framework offers practical tools for cultivating ethical pluralism, resilience and leadership within higher education.

    Educational inclusion forms a second major strand. Cosmas analyses the influence of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities on Tanzania’s legal, policy and strategic frameworks for inclusive education, highlighting both significant progress and continuing barriers to disability-inclusive learning. Two further papers examine educational participation among mothers. Nemes synthesises evidence from Sub-Saharan Africa to reveal the interconnected academic, financial and social challenges experienced by student mothers, while Ntiruvakule and Mkonongwa demonstrate how supportive teacher–student relationships and effective engagement strategies enhance learning opportunities for teenage mothers in Tanzania’s non-formal secondary education sector.

    Collectively, the contributions demonstrate that ethical governance, inclusive educational practices and human-centred innovation are mutually reinforcing priorities. They offer important conceptual advances, empirical evidence and practical recommendations that contribute to ongoing international debates on the future of higher education in an increasingly AI-enabled and socially diverse world.

  • Sustainability, Ethics and Education
    No. 8.1 (2026)

    This Issue 8.1(2026) brings together seven contributions that examine the ethical, pedagogical and societal responsibilities of higher education in an era of rapid technological, institutional and global change. While addressing diverse educational contexts across Africa and Asia, the papers are united by a shared commitment to sustainability, responsible leadership, inclusion and the moral purpose of higher education.
    Several contributions explore how higher education can cultivate ethically grounded leadership and institutional resilience. Terblanche, Putter and De Vries argue for a reimagining of Chartered Accountancy education in South Africa through an integrated theoretical framework that combines critical pedagogy, global citizenship and ubuntu-inspired democratic education. Their conceptual contribution seeks to develop socially responsible professionals capable of ethical, consequence-aware decision-making. Complementing this perspective, Singh and Ehlers examine the transformation of higher education institutions from traditional ‘Ivory Tower’ models towards responsive, stakeholder-centred leadership, emphasising sustainability, institutional relevance and long-term resilience.
    The issue also addresses the opportunities and ethical challenges presented by artificial intelligence in higher education. Van Wyk investigates panellists’ lived experiences of AI guardrails, demonstrating the importance of robust ethical governance, institutional safeguards and responsible AI practices in supporting academic integrity. Mongwe, Van den Berg and Mudau further examine the ethical dilemmas surrounding generative AI, highlighting how graduate students negotiate emerging tensions between technological innovation and academic integrity within a South African university. Together, these studies underline the need for coherent institutional frameworks that enable the responsible adoption of AI while preserving trust, transparency and educational quality.
    Inclusion and equitable participation form another important theme. Rembach and Von Hagen reflect on a collaborative pedagogical initiative that integrates expertise in information and communication technology with inclusive education to strengthen participation in online learning environments. Their work emphasises that meaningful access to higher education depends not only on technology but also on thoughtfully designed pedagogical practices that accommodate diverse student needs.

    The final contributions broaden the discussion by examining education's role in fostering peaceful societies and human development. Geovasky, Christiani, Sofjan and Ahnaf demonstrate that peace education strongly predicts empathy and tolerance among university students in Indonesia, reinforcing the value of experiential pedagogies in promoting reconciliation and social cohesion within religiously diverse societies. Finally, Randriamirado revisits Immanuel Kant's philosophy of education, presenting education as the essential process through which human beings develop their moral capacities, freedom and humanity, thereby reaffirming its enduring significance for sustainable human development.
    Collectively, these contributions illustrate that sustainable higher education extends beyond technological innovation to encompass ethical leadership, inclusive pedagogy, institutional responsiveness, peaceful coexistence and the holistic development of individuals and society.

  • Restorative Justice, Nonviolence and Education
    No. 7.2 (2025)

    Issue 7.1 (2025) brings together scholarly contributions that critically explore nonviolence and anarchism not merely as utopian aspirations but as viable and practical frameworks for justice, solidarity, and social transformation. Contributions address a range of themes, including the relationship between resilience and nonviolent education; the role of communication and empathy in conflict resolution; critiques of militarism and transactional conceptions of politics; and the potential of associative civil societies and organizations in development and peacebuilding. By integrating philosophical, historical, and contemporary perspectives, Issue 7.1 (2025) examines how traditions of nonviolence and anarchism may inform constructive alternatives to violence in both theory and practice.

    Issue 7.2 (2025) provides space for non-thematic contributions that engage with applied ethics in educational contexts and reflect on principles of sound institutional governance. Key areas of inquiry include the teaching of business ethics, intercultural dialogue for climate action, ethical management of cyber environments in higher education, digital ethics in Rwanda, and value reorientation within Nigerian tertiary institutions, among others.

  • Restorative Justice, Nonviolence and Education
    No. 7.1 (2025)

    Issue 7.1 (2025) brings together scholarly contributions that critically explore nonviolence and anarchism not merely as utopian aspirations but as viable and practical frameworks for justice, solidarity, and social transformation. Contributions address a range of themes, including the relationship between resilience and nonviolent education; the role of communication and empathy in conflict resolution; critiques of militarism and transactional conceptions of politics; and the potential of associative civil societies and organizations in development and peacebuilding. By integrating philosophical, historical, and contemporary perspectives, Issue 7.1 (2025) examines how traditions of nonviolence and anarchism may inform constructive alternatives to violence in both theory and practice.

    Issue 7.2 (2025) provides space for non-thematic contributions that engage with applied ethics in educational contexts and reflect on principles of sound institutional governance. Key areas of inquiry include the teaching of business ethics, intercultural dialogue for climate action, ethical management of cyber environments in higher education, digital ethics in Rwanda, and value reorientation within Nigerian tertiary institutions, among others.

  • Cover of JEHE 6.2 (2025)

    A Practice-based Approach in Education: Contemporary Rethinking of Leadership
    No. 6.2 (2025)

    Issue No. 6 is gathering 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 interests, 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 getting around obstacles in the way work is carried out, but fundamental issues remain profoundly human in character. This Issue has two volumes the first proposing the more technical part of the discussions, the second opening the horizon to more creative attempts; this later includes as well some non-thematic articles.

  • A Practice-based Approach in Education: Contemporary Rethinking of Leadership
    No. 6.1 (2025)


    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.

    Issue No. 6 is gathering 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 interests, 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 getting around obstacles in the way work is carried out, but fundamental issues remain profoundly human in character. This Issue has two volumes the first proposing the more technical part of the discussions, the second opening the horizon to more creative attempts; this later includes as well some non-thematic articles.  

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

    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.

  • Cover of JEHE 4(2024)

    Ethical, Regulative and Legislative Perspectives on Emerging Technologies and Education
    No. 4 (2024)

    Ethical considerations in emerging technologies for education entails clear options on at least four different sets of concepts. Emerging technologies, such as artificial intelligence (AI) are transforming the landscape of education. However, their adoption raises ethical questions. One challenge lies probably in obtaining informed consent from students in the changing environment of the places where they study, in close interaction with AI technological innovations.

    There are regulations and legal perspectives that both bring solutions but also challenges.
    Education and science, as distinct from technology, may need to be redefined from a philosophical perspective.

    Technologies of information open a new dimension on regulatory and legal aspects in relation to bringing more justice on a global scale. Technology and science are two distinct fields, entailing a set of different disciplines. These days, public media give us the impression that supercomputers, which are used to analyse tens of millions of risk scenarios, will solve most of our concrete risks, but is it always useful to use the computing power of a computer to maximise societal stability and prevent concrete harms?

    Before we think about regulating emerging technologies, we might need to think about what our problems require, often there will be a delicate balance, between knowing the reality of the problem, before we think of the solution, and before we check if we have mastered some physical reality-based application of our problem-solving thinking. On the one hand, rapid technological advancements exist, on the other scientific use of intelligence in solving concrete problems which is not only a matter of technology, is rather often related to defining the right pragmatic use of sciences. For example, the question of the predictability of risks has always been a complex issue, and technologies in the past as today, posed challenges as much as they brought possible solutions. There are many situations, where we can describe a set of phenomena, but cannot predict, like tossing a coin in the air and trying to guess which way it will land. 

    As many contributions to Issue 4(2024) are coming from:
    -Stadio Education: "Technology Enabling Curriculum Transformation",
    -Globethics: "ICDE Leadership Summit 2024",
    The Board of Editors of JEHE express their gratitude for the kind authorisation to publish by the authors and by the institutions. 

  • Time for Education: JEHE 3(2023)

    Time for Education
    No. 3 (2023)

    Issue 3(2023) of the Journal of Ethics in Higher Education is a collection of twelve articles in three parts: first, thematic papers related to the title of the Issue “Time for Education”; second, a non-thematic section, and third, book reviews.
    In the first part, the Issue explores various aspects of time in education, philosophy, and ethical implications. It delves into philosophical inquiries about time, discussing McTaggart's paradox and its roots. Byung-Chul Han's views on temporal experiences in modernity are highlighted, examining the impact on thinking and learning. Wilhelm von Humboldt's influence on education and the relevance of ethics in educational transformation are also explored, as time is translated into a transformative and human capacity. In this first part, the role of a philosophy of time is emphasised in understanding paradoxes and guiding educational transformations. The key role of our perception of the future and the role of a humanistic education focusing on the most vulnerable persons are explored. Additionally, the papers discuss the transformative power of education as poetic engagement with short aphoristic reflections pointing out the possibility of an ethical evolution in time.
    In the second, non-thematic part, two articles analyse the use of AI in higher education and the challenges of AI on academic integrity. A third contribution puts the focus on the context of gender in education, and highlights challenges in the DR Congo regarding the vulnerability of women due to cultural norms. One article is a case study of ethical education in Yezreel Valley College (Israel).
    In the final section, the first book review looks at the African context: religious communities and sustainable environmental engagements in the Southern African context. The second review is global in scope, highlighting the findings of the 30 Years Report on practical ethics by The Business Ethics Center of Corvinus University, Budapest (Hungary).

  • Values and Power Dynamics of Languages in Higher Education
    No. 2 (2023)

    This second issue is focusing on different ways in which language or what we could call the semantic level of the reality is relevant for thinking, and in particular for knowledge acquisition at the university or in education institutions. 1) Language could be understood as an obstacle if a person needs to learn a new language to go to school, but cannot have a generous access to his/her own culture: this is the case in the so-called the 'bilateral lingual' experiences, during the colonial eras, for many people living in Africa, but also in many countries where borders have been shifting over the 20th century. 2) As 'interpersonal phenomenon', or 3) as musical universal medium for peace and compassion, one language could represent 4) a space open for 'hospitality', as when speaking our mother tongue, we take the language of the speaker's dominant and home language. Of course, instrumentalisation remains not only a welcoming mastering of grammar, as language is necessary for the transmission or exchange of information, it plays a role in the control of the behaviour of others. 5) The Word of God, in particular through the written form of the language and the interpretation of sacred texts of great religious traditions shows how from an humble speech we may discover not only sincerity, authenticity and the power of communication but also the majesty of words, which symbolically inspire us and transmit faith. 6) The deep challenges of translation of concepts are related to the double side of each exercise of translation:  the first is a purely linguistic phenomenon, captured by the obvious differences in the languages themselves, the second is more complex, it has to do with the difference between cultures. 7) The development of emerging technologies have made not only a 'society of communication' almost a kind of tautology, it is generating unexpected ethical problems, as when artificial intelligence becomes difficult to detect in learning assignments.

  • Transformative Ethics and Education: A Tribute to Obiora Ike’s Contributions to Ethics in Higher Education
    No. 1 (2022)

    The first issue is dedicated to Obiora Ike's ideals in ethics and education, and honoring his contributions to these fields in theory and praxis. The articles in this special issue show a broad range of scholarly engagement with the theme. On the one hand, they demonstrate how transformative ethics and education are intertwined with theological and philosophical rationales, and on the other hand how an integral and whole-person development paradigm emerges from some concrete models of practices, exploring essential facets of integrity and quality education.