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Call for Papers

Versión en español

• Educational Ethics, AI, and the post-truth era: Navigating the Challenges and Dilemmas of the 21st Century
• Call for Proposals for Special Issues
• (CLOSED) Call for proposals for a new monograph: Environmental education, culture of sustainability and climate emergency
• (OPEN) Call for proposals for a new monograph: Higher education, community and service-learning

Educational Ethics, AI, and the post-truth era: Navigating the Challenges and Dilemmas of the 21st Century

Presentation

The social and technological changes of the 21st century have transformed education, presenting numerous ethical dilemmas for education professionals across areas such as technology integration, mental health support, immigration, sustainability, inclusion, child protection, cyberbullying, and misinformation. These challenges include questions about the appropriate roles of AI in teaching, promoting civic participation without imposing ideological views, and establishing selection criteria for teachers that prioritize student welfare and safety.

While ethical questions in education have historically been addressed through various disciplinary lenses including philosophy, psychology, sociology, politics, and history, today's landscape demands a dedicated field of educational ethics that combines rigorous philosophical inquiry with practical ethical dilemmas. With evolving legislation, technological advancements, and shifting sociopolitical contexts, educators and policymakers face increasingly complex ethical decisions. This volume aims to illuminate these challenges while fostering collaboration among stakeholders in the educational ecosystem: families, professionals, policymakers, and ethics experts.

The multidisciplinary approach is essential to this initiative's success, bringing together educational philosophers, humanists, psychologists, social scientists, and legal scholars. This diversity of perspectives will contribute to a comprehensive understanding of educational ethics. Importantly, this work focuses on real-world ethical challenges rather than abstract scenarios, providing academically rigorous content applicable to educational practice.

This monograph explores ethical challenges across various educational contexts, with particular attention to artificial intelligence integration, civic leadership in a post-truth environment, and emerging ethical dilemmas in different societies.

Post-truth environments are characterized not merely by the proliferation of misinformation, but by a fundamental reordering of epistemic authority where emotional resonance and personal belief frequently supersede evidence-based reasoning. This paradigm shift has profound implications for educational institutions, which have historically positioned themselves as custodians of knowledge and bastions of critical inquiry. Educational professionals now find themselves navigating tensions between respecting diverse perspectives and upholding commitment to verifiable knowledge—a dilemma that raises fundamental questions about the purpose of education itself.

Educational ethics in a post-truth era must therefore grapple with novel responsibilities that extend beyond conventional pedagogical concerns. Educators face the ethical imperative to cultivate critical media literacy while avoiding partisan approaches that might further entrench societal and political polarization. Institutions must consider their role in countering "echo chambers" that reinforce intellectual isolation, while remaining sensitive to accusations of ideological bias. Educational policymakers are challenged to balance evidence-based practices with competing stakeholder values, particularly when empirical findings contradict deeply-held convictions. Each of these dimensions raises profound questions about appropriate boundaries between education and advocacy, individual autonomy and institutional responsibility, and the extent to which educational spaces should directly mirror or ultimately transcend the epistemological fracturing evident in broader society.

The scope encompasses all educational levels, from early childhood to higher education, featuring contributions from established and emerging scholars in educational ethics. We specifically aim to include perspectives from both Spanish and English-speaking contexts to enrich discourse and facilitate cross-cultural dialogue.

The overarching goal is to contribute high-quality theoretical insights that positively impact educational practice and policy globally. These theoretical foundations aim to guide ethical decision-making across diverse educational settings, bridging theory and practice to equip stakeholders with tools for navigating contemporary ethical complexities.

In summary, "Educational Ethics, Artificial Intelligence, and the Post-Truth Era: Addressing the Challenges and Dilemmas of the 21st Century" represents both an academic endeavor and an interdisciplinary initiative to shape educational ethics discourse. We invite scholars committed to advancing ethical inquiry in education to contribute to this dynamic, cross-disciplinary dialogue.

Descriptors

The articles presented can respond, but are not limited to the following topics:

• Philosophical foundations of educational ethics: theoretical approaches to addressing contemporary ethical dilemmas in education
• Ethical implications of artificial intelligence in educational contexts: assessment, instruction, and institutional decision-making
• Navigating ethical tensions in civic education: promoting democratic participation while respecting pluralism and avoiding indoctrination
• Ethical dimensions of educational policy in a post-truth era: balancing evidence-based practice with competing value claims
• Mental health challenges in education: ethical responsibilities toward students and educators in contexts of widespread psychological distress
• Academic freedom and expression in polarized times: balancing institutional values of inclusion with open intellectual discourse
• Normative frameworks for professional ethics in education: responsibilities of educators toward diverse stakeholders
• Ethics of inclusion and educational justice: challenging systemic inequities while respecting difference
• Educational institutions as ethical communities: cultivating moral agency and responsibility in polarized times

Questions

The following are some questions that can serve as a guide for those interested in presenting articles on the topics covered in the monograph:

• How should we conceptualize the distinctive nature of educational ethics as a field that spans philosophical inquiry and practical application?
• What ethical principles should guide the integration of artificial intelligence in educational assessment, instruction, and institutional decision-making?
• How can educators promote civic agency and democratic participation while respecting pluralism and avoiding the imposition of partisan perspectives?
• What are the ethical responsibilities of educational institutions in countering misinformation and addressing the challenges of a post-truth environment?
• How should we balance competing ethical claims in educational policy when different stakeholders hold fundamentally different value commitments?
• What normative frameworks can guide decision-making about educational inclusion that respects both equality and difference?
• How can educational institutions serve as ethical communities that model democratic deliberation in increasingly polarized social contexts?
• What ethical frameworks should guide educational institutions in responding to mental health crises affecting both students and educators, particularly regarding questions of privacy, autonomy, and institutional responsibility?
• How can universities navigate tensions between protecting free academic inquiry and addressing concerns about harmful speech in increasingly polarized social contexts?

Guest editors

Winston Thompson (The Ohio State University, USA). Winston C. Thompson holds the William H. and Laceryjette V. Casto Professorship in Interprofessional Education at The Ohio State University, where he serves as Associate Professor in both Educational Studies and Philosophy (by courtesy). He earned his Ph.D. with distinction in Philosophy and Education from Teachers College, Columbia University. Thompson's scholarship explores ethical and political dimensions of educational policy and practice, focusing on philosophy of education, race, justice, and civic education. His work appears in prominent journals including Educational Theory, Journal of Philosophy of Education, and Teachers College Record. He has edited books including "Philosophical Foundations of Education" and co-edited "Pedagogies of Punishment" (both Bloomsbury, 2023). Previously, Thompson was a Fellow-in-Residence at Harvard's Edmond J. Safra Center for Ethics and held faculty positions at the University of New Hampshire and NYU. He currently serves on the Executive Board of the Philosophy of Education Society and is completing a monograph on the ethics of teaching race.

Ana Romero-Iribas (Universidad Rey Juan Carlos, Spain). Associate Professor, Universidad Rey Juan Carlos. Accredited Professor, Universidad Rey Juan Carlos. Member of the Educational Innovation and Improvement Group (IMEI), the Visual Arts and Cultural Studies Research Group (GIAVEC) and the Project “21st European Teachers”, funded by the European Commission. She has been a Fulbright Scholar at Harvard (2022) and has received other awards such as the Castillejos Scholarship. Her lines of research focus on friendship studies and educational ethics, topics on which she has numerous publications in national and international journals and editorials. In the latter she has developed several projects and collaborated with the Harvard EdEthics group. Internationally, she has been Visiting Scholar at Harvard University on two occasions and at the University of Leeds in the United Kingdom. In addition, she has been Visiting Professor at the Universidad Panamericana in Mexico.

Project linked

This special issue is linked to the Research Project “21st European Teachers”, funded by the European Comission (Erasmus+ and Teacher Academies), referenced 101104591, and to "The William H. and Laceryjette V Casto Professorship in Interprofessional Education".

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Call for Proposals for Special Issues

No further proposals will be accepted until October 2025.

Revista Española de Pedagogía welcomes proposals for special issues addressing current topics in educational research. Proposals should adopt a broad, non-localist, and plural perspective that contributes to a deeper understanding of the most relevant educational challenges of our time.

To this end, a submission period is opened for proposals, which will be evaluated by a committee based on the following criteria:

• Quality of the proposal, including the clarity of its presentation and the justification of its relevance and timeliness.
• Research trajectory of the editors, who must hold at least the accreditation of “Profesor Contratado Doctor” or its equivalent, along with a research merit assessment (sexenio) recognized by the CNEAI. Proposals may be submitted by up to three editors, provided they are not affiliated with the same university.
• Inclusion of articles by international authors from different universities and backgrounds to ensure a broad discussion of the proposed topic.
• Contribution to other sections of the journal, such as recent book reviews related to the theme of the special issue.
• Proposed strategies for dissemination of the issue once published, including presentations, academic blog posts, short video recordings, university website promotion, academic conferences, and social media outreach.

Proposals (approximately 2,000 words) should be sent to: bd.direccion.rep@unir.net and secretaria.rep@unir.net and must include the following sections:

• Full name(s) and institutional affiliation(s) of the proposer(s). It is recommended that there be 2–3 proposers, including at least one international editor. Preference will be given to geographically diverse teams.
• Academic rank, ANECA accreditation (or equivalent), and number of recognized research merit periods (sexenios), including dates.
• A list and brief description of the five most relevant publications by each proposer over the last five years.
• Description of the proposed theme for the special issue.
• Outline of the main lines of development to be covered in the call for papers (between 4 and 7).
• List of potential contributors (between 4 and 7 authors). Proposals with at least 70% of potential contributors from geographically diverse backgrounds will be given priority.
• Contributions to other sections of the journal.
• Dissemination strategy. If the topic is part of a funded research project, it would be helpful to indicate whether part of the funding could be allocated for the translation of the final published articles.

It is recommended to contact bd.direccion.rep@unir.net before submitting a proposal to confirm whether the journal's academic direction is currently accepting new submissions.

Editorial Team
Revista Española de Pedagogía

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(CLOSED) Call for proposals for a new monograph: Environmental education, culture of sustainability and climate emergency

Presentation

The European Parliament declared a climate emergency in November 2019. The Spanish government did so on 21 January 2020. In both cases, the goal is to achieve climate neutrality by 2050. To this end, it is considered that education, in all its manifestations, must play a key role in two ways: firstly, in achieving social acceptance of the seriousness and threat potential of the climate crisis to generate public involvement and the necessary consensus to promote more ambitious mitigation and adaptation policies and, secondly, as a cultural strategy to promote profound changes in lifestyles that will significantly reduce the environmental impact they generate, in addition to facilitating the transition towards more sustainable and fairer ways of life. In coherence with these objectives, it is necessary to promote basic and applied research aimed at strengthening social responses to the climate crisis, in general, and responses from school education and social education, in particular. This is a pressing need, as we need to accelerate the social and cultural changes necessary to significantly reduce greenhouse gas emissions and to minimise human vulnerabilities to the already unavoidable impacts of the increasingly evident and damaging destabilisation of the Earth's climate. Given the inherent urgency of this situation, it is surprising that the climate crisis plays a relatively minor role in educational research programmes.

Another relevant dimension for focusing educational responses to the climate crisis is the temporal dimension. In this regard, the UN's Intergovernmental Panel on Climate Change (IPCC), in its latest reports, highlights the imperative need to boost the resources of education, information and community approaches in order to accelerate the social and cultural changes that will allow us to have any chance of achieving the goals set in 2015, within the framework of the Paris Agreement, to limit the increase in the planet's average temperature to 1.5ºC or, as a lesser evil, to 2ºC by the end of this century.

The climate emergency is one of the main exponents of the socio-environmental crises we have suffered since the Industrial Revolution, placing us before a new era characterised as the Anthropocene, whose scientific evidence is linked to the exponential increase in the levels of emissions over the last hundred years. The culture of sustainability is an essential part of sustainable human development, in interaction with a wide and diversified range of socio-environmental, ethical, territorial and technological elements, to which educational research will have to pay priority attention. In correspondence with this reality, the monograph that we present here aims to bring together articles of research and pedagogical reflection that contribute to inspiring and guiding educational responses congruent with the magnitude of the climate crisis, with the structural nature of the social changes necessary to confront it and with the urgent need to address these changes in order to avoid the worst future scenarios of a hostile climate, the evidence of which is already part of the present.

Descriptors

The articles presented can respond to the following themes::

• Pedagogical challenges to educate in time in the face of climate emergency and socio-ecological transition processes.
• Transnational and intercultural patterns of perception of causes and consequences of climate change.
• Realities and challenges for education in curricular and social contexts to address the resistance of popular culture in the face of scientific evidence.
• Training actions in contexts of vulnerability and environmental risks: strategies, programmes and resources for adaptation and mitigation.
• Climate literacy, training and resistance to change.
• Disruptive training, quality teaching materials and resources as catalysts for climate emergence.
• Educational and community experiences for the transformation of lifestyles in the socio-ecological transition.

Questions

The following are some guiding questions on the topics of interest in the monograph:

• What are the main challenges to be considered for educating in the face of the climate emergency and the socio-ecological transition process?
• Are there transnational and intercultural patterns that help to increase perceptions of the causes and consequences of climate change?
• What are the main challenges to be taken into account in order to educate in curricular and social contexts, in favour of environmental education, the culture of sustainability and the climate emergency, in contexts dominated by the resistance of popular culture?
• What training actions, materials and educational resources should be favoured to promote environmental education in people, throughout the different levels of education?
• What educational and community experiences favour the transformation of lifestyles in the current socio-ecological transition, marked by the climate emergency?

Guest editors

José Gutiérrez Pérez Professor of Research Methods and Diagnosis in Education, Universidad de Granada. He directs the Research Group HUM-890, "Evaluation in Environmental Education". He has been responsible for the Institutional Evaluation and Accreditation Area of the Andalusian Knowledge Agency (2014-2022). He collaborates with FECYT in the quality seal of Scientific Journals, coordinating the Commission of Social and Legal Sciences. He is currently part of the Project Management Team of the Scientific Area of Educational Sciences of the State Research Agency (2021-). His main lines of research in the last three decades focus on the evaluation of the quality of education programmes, centres and resources for sustainability, education and communication of climate change, environmental literacy, environmentalisation of the curriculum and professional development of teachers in Higher Education.

Pablo Ángel Meira Cartea (Universidad de Santiago de Compostela, Spain). Lecturer in Environmental Education (EA), Universidad de Santiago de Compostela. Member of the Research Group in Social Pedagogy and Environmental Education (SEPA). His lines of research focus on the foundations of EA, the design of EA public policies, social representations of climate change and education for climate emergency. María Barbeito Pedagogical Research Award (2009). Creator and coordinator of the Resclima Project (www.resclima.info). Co-founder of the Sociedade Galega de Educación Ambiental and president of the same at various stages. Promoter of the Rede de Pesquisadores Internacionais em Educação Ambiental e Justiça Climática (REAJA) and the Rede Lusófona de Educação Ambiental (RedeLuso). Author and co-author of more than 200 publications in national and international journals and publishers. Member of the Advisory Committee for the Assessment of Teaching Staff of ANECA (2023-).

Edgar González Gaudiano (Universidad Veracuzana, Mexico). Senior researcher at the Institute for Research in Education of the Universidad Veracruzana. He is currently Director General of Postgraduate Studies. He is a postdoctoral fellow at the Universidad de Santiago de Compostela, Spain. He is a member of the National System of Researchers (SNI), Level 3, of the Mexican Council of Educational Research, of the Mexican Academy of Sciences and a founding member of the National Academy of Environmental Education. He is also a member of the Veracruz Council for Scientific Research and Technological Development and of the international group RESCLIMA. He has published twenty individual and collective books, as well as a hundred chapters in books published in Mexico and other countries, and numerous articles in national and foreign journals. In 2004 he received the Ecological Merit Award in the Academic Sector category; in 2007 the UANL Award for research in the humanities and in 2012 the "Gonzalo Halffter" Ecological Merit Medal. His current line of research is in climate change education, vulnerability, risk and social resilience.

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(OPEN)Call for proposals for a new monograph: Higher education, community and service-learning

Presentation

The greatest challenge facing the world today and in the future is to activate patterns of responsible development in support of preserving and/or promoting a dignified and healthy life in the different latitudes of the globe. The aim is, among others, to create a shared pathway for generating commitments in the social and community fabric, including and strengthening civic and ethical dimensions in the teaching and learning processes of young people who are the leading players in higher education systems in the current complex situation, from both a national and international point of view.This monograph aims to address issues related to the theory and practice of social responsibility in higher education, with an emphasis on pedagogical innovations and formats in line with the principles of equity and quality in higher education institutions, such as service-learning, project-based learning, challengebased learning, community-based research, among others.

In this line of work, the main focus of this monograph is the analysis of the role and impact of the community in any innovative teaching proposal. Paying attention to the social actors, who are seen as the receiving community for which these projects are intended and in which they participate in various ways. We should also determine how the idea of 'community' is understood in the academic setting, those social actors that we address and with whom we must count on in the design, development and evaluation of each proposal, who must be aware of their shared responsibility for the training processes in which they participate. In other words, how the social actors are being integrated into our designs, their level of participation or how the impact on them is being evaluated,and at the same time, as a university, to determine whether or not we are meeting their demands, interests or needs. That is, to determine whether the university truly demonstrates a transformative capacity that enhances the convergence and participation of all the actors and agents of the territory, aiming to build an educational environment for all, cooperating in the development of the community and, therefore, of society.

The research carried out so far has focused on the social actors that participate in these designs that are addressed with and for the community, referring to the third sector, to educational, social, recreational, sports, political, and religious entities, among others. But, are these the communities our teaching innovation projects aim at? How do we define ‘community’? What are the features that identify and differentiate them from other groups? By referring to ‘community’, do we mean society? The concept of 'community' is undoubtedly complex and must necessarily be approached from a transdisciplinary perspective. If we identify and define this concept, we will be able to analyze it during the implementation of projects, such as those based on the service-learning methodology. This leads to the visibility of the social responsibility of the educational proposals of our universities, which are not limited to evaluating the knowledge acquired by their students, but must also analyze and assess the impact achieved by the service. That is to say, to offer a service that addresses a community, not as something external given by some agents that intervene in this context, but making the community participate and co-responsible in the design, implementation and evaluation of the project, with the aim of responding to their needs, interests, problems... A service focused on achieving an improvement both for the students and the educational institution itself as well as for the community. The list of works in this monograph will enable a broader viewpoint to be considered in the decision-making required by strategic policies in higher education that focus on a rather tight relationship and collaboration with the environment - more or less close -, to reach the greatest possible consensus.

Descriptors

The papers presented respond to the following lines of inquiry:

• Social responsibility and higher education.
• Higher education and the formation of a new citizenship.
• The 2030 Agenda and higher education. Community and sustainable development.
• Service-learning and social responsibility in higher education
• The community's role in service-learning projects.
• From the social actors to the community.
• Assessment of the impact of service-learning projects on the community
• Cultural diversity and community development in higher education.
• Higher education and social innovation.

Questions

Some guiding questions on the topics of interest in the monograph:

• Is the university responding to the needs of preparing the student body for the demands of forming a democratic and pluralistic citizenship?
• Does incorporating the service-learning methodology in higher education institutions revitalize the social responsibility of our universities?
• What are the community's roles in service-learning projects?
• How is 'community' defined in service-learning projects? What are its features? Can we identify the community with social actors?
• How do we assess the impact of service learning projects on the community? Who are the participants in this evaluation? What instruments do they employ?
• What service-learning educational experiences emphasize the community's role? Do they succeed in creating educational environments?
• How does the university contribute to social innovation? Are we preparing our students for it?
• What are the challenges in incorporating the 2030 Agenda into higher education?

Guest editors

Miguel A. Santos Rego. University Professor in the Faculty of Education Sciences, Universidad de Santiago de Compostela (USC), where he has been Vice-Rector for Teaching Staff and Director of the Institute of Education Sciences (ICE). Coordinator of the ESCULCA Research Group (Competitive Reference Group of the Galician University System), of the RIES Network at Autonomous Community level, and of a Network of Excellence (UNIASC) of the Ministry of Education made up of eight Spanish universities. Author of twenty-five books and more than one hundred and eighty articles in high impact journals. Visiting Professor at several universities in Europe and America (University of Illinois and Johns Hopkins University, among others). Director of 24 doctoral theses. He has been awarded the National Prize for Educational Research by the Spanish Government. Currently, he is Director of the Department of Pedagogy and Didactics at the USC and President of the Galician Commission of Reports, Evaluation, Certification and Accreditation (CGIACA-ACSUG). He has been awarded six six-year research periods by the National Commission for the Evaluation of Research Activity (CNEAI). Its priority lines of research are: educational success, intercultural pedagogy, theory of educational processes, cooperative learning, funds of knowledge, and service-learning in higher education.

Marta Ruiz-Corbella. Associate Professor of Theory of Education at the Universidad Nacional de Educación a Distancia (Spain). Member of the On-site and Distance Higher Education (ESPYD) Research Group and of the Teaching Innovation Group for the Development of Ethical and Civic Competence and Community-Based Methodologies (APS-CBR) in Higher Education - COETIC (GID 2016-43).

Her lines of research have focused, as a priority, around two topics: The first of them, as a result of her work as Vice-Dean and Head of Department, has focused on higher education, bringing together the descriptors of moral education and political education with higher education, with special emphasis on virtual institutions. Her research lines have focused on the transformation that the university is undergoing, its mission, the organisational and methodological changes that are derived from it, together with the social responsibility of this institution approached from its ethical and civic perspective. In this last line, she incorporates the methodology of servicelearning in university institutions, while at the same time deepening and reflecting on its theoretical foundations. She has published more than sixty contributions on these topics, has coordinated five monographs in scientific journals and three monographs. She has participated in more than forty-five national and international conferences and, linked to this area, she has coordinated and/or participated in seventeen teaching innovation projects linked to the subjects she teaches.

The second line of research revolves around scientific journals in education, derived from her management as editor from 2004 to 2021 of Educación XX1, Revista de la Facultad de Educación. This publication is indexed in SSCI (WoS) and ranked in quartile 1 of the JCR (2023) and Citescore (2023) of Scopus. On this topic, she has published six scientific articles with the aim of advancing the consolidation of scientific journals in education, identifying good practices and addressing new metrics. Since 2015, she has been editor of the blog Aula Magna 2.0, which focuses on the dissemination of scientific journals in education and, in particular, on reflection and debate on practices in the dissemination of research results and the evolution of these publications.

She has given seminars, conferences and training workshops on these two areas, and recorded radio and television programmes.

Fernando M. Reimers. Director of the Master's Program in International Education Policy and the Global Education Innovation Initiative at Harvard University (USA). Ford Foundation Professor for the Practice of International Education. Elected member of the U.S. National Academy of Education and the International Academy of Education, as well as a member of the Council on Foreign Relations. He was a member of UNESCO's Commission on the Futures of Education. His current work focuses on educational innovation and the impact of educational policy, curriculum, leadership, and teacher professional development on education, which supports the holistic development of children and youth. He leads the Global Education Innovation Initiative, a crosscountry research collaboration and practice focused on education for the 21st century. Out of his numerous publications, we mention a recent special issue focused on the relationship between education and the challenges facing democracies worldwide, with contributions from members of the International Academy of Education: “Education and the challenges for democracy” (Education Policy Analysis Archives, 2023). He is a member of several boards and advisory committees at Harvard, mainly focused on promoting the University's global mission and efforts to address climate change. Prior to joining Harvard University, he taught at the Universidad Central de Venezuela, was a policy fellow at the Harvard Institute for International Development, and was a senior education specialist at the World Bank. He received an Honorary Doctor of Humane Letters degree from the Emerson College. He also received the Global Citizenship Award from the Committee on Teaching about the United Nations and the Centennial Medal of the International Institute of Education for his work promoting global citizenship education

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