Index

Citation

(2024), "Index", Kushnir, I., Sood, K., Park, M.S.-A., Zhong, H. and Serret, N. (Ed.) Education and Sustainable Development in the Context of Crises: International Case Studies of Transformational Change, Emerald Publishing Limited, Leeds, pp. 145-151. https://doi.org/10.1108/978-1-83797-773-420241010

Publisher

:

Emerald Publishing Limited

Copyright © 2025 Iryna Kushnir, Krishan Sood, Miriam Sang-Ah Park, Hua Zhong, and Natasha Serret

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These works are published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of these works (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode

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INDEX

Acculturation of international students

, 97

Agenda for Sustainable Development (2030)

, 77

American University of Iraq, Sulaimani (AUIS)

, 27–29, 35–36, 39

organisational affiliates of

, 33–35

American-style liberal arts universities

, 26

American-style university model

, 26, 28

Anthroecological change

, 127

APP

, 35

Approaches to learning skills (ATL skills)

, 117

AUIS Center for Archaeology and Cultural Heritage (CACHE)

, 38

AUIS Entrepreneurship and Innovation Centre (AEIC)

, 33, 35

Average citation per year (ACPY)

, 85

Benadir regional administration

, 46–47

Bibliometric analysis

, 75

Bibliometric methodology

, 79–80

Biophysical subsystem

, 127

Brain drain phenomenon

, 76

Brain gain

, 76, 97

BREXIT referendum (2016)

, 14

Brundtland Report of the United Nations

, 77

Capability approach

, 4

Capital accumulation in education mobility

, 97–98

Carbon Neutral ESG Sharing Forum (2030)

, 62

Cascading crises

, 15

Center for Gender and Development Studies (CGDS)

, 29, 33, 36, 38

Central government of South Korea

, 59

Chung-Ang University

, 62

Citation analysis

, 85, 99

Citizenship education

, 110–111, 115

Climate change

, 13

disasters

, 16

Cluster analysis

, 81, 92

Co-authorship analysis

, 89

Co-creation skills

, 134

Collaboration trends in migration studies in education

, 85–91

Collective identity

, 113

Colonisation

, 119

Communication challenges

, 35–36

Communicative action to address gap in educating for global citizenship, Habermas’ theory of

, 112–115

Communicative reality

, 112

Community betterment, individual and personal efforts for

, 38

Community mobilization

, 48

Conflict-affected environment, school leadership in

, 48–50

Connectedness

, 134

COVID-19

and impact on higher education institutions in South Korea

, 61

pandemic

, 11, 143

Creeping crises

, 10–11

Crises

, 5, 10–12, 49, 141

education in International sustainable development in ever-existing context of

, 15–16

glocalisation and

, 12–14

around world and impact on sustainable development

, 14–15

Crisis

, 10, 12, 58

Critical thinking skills

, 26, 28, 30, 35

Crucial capital

, 97

Cuban missile crisis (1962)

, 12

Cultural adaptation in higher education

, 97

Culture

, 113

Curriculum model

, 136

Data collection

, 50

Data sorting

, 50

Descriptive indicators

, 82

Digital education

, 16

Disability

, 33

Disadvantaged students

, 63

Disaster

, 10–11

Disclosure of ESG information by universities

, 64

Discourse of international student mobility

, 94–95

Dissemination of ESG information by universities

, 64

Diversity

, 31, 84, 94

Dual-level impact

, 31

Dynamic relationship

, 93

Earth Hacks

, 136

Earthquake

, 12

East Africa

, 5, 13, 15

Economic crises

, 5

Economic crisis

, 14–15

Ecosystems

, 132

Education

, 3–4, 16, 93, 141

capital accumulation in education mobility

, 97–98

characteristics of migration studies in

, 82–85

collaboration trends in migration studies in

, 85–91

conceptual structure of migration studies in

, 91–93

for global citizenship

, 110–112, 117

institutions

, 61

in international sustainable development in ever-existing context of crises

, 15–16

migration in

, 75–76

sector

, 130

for sustainability

, 129–132

Education for sustainable development (ESD)

, 4, 59, 61

Education Sector Strategic Plan (ESSP)

, 46, 49

Educational migration

, 78

for sustainable development

, 77–78

Educational mobility, regional dynamics and neo-nationalism in

, 95–96

Educational research

, 75

Educational systems

, 76

Educators

, 131

Ego-identity

, 113

Ekskäret Foundation

, 132

Emergency

, 10–12

Employability

, 78, 89, 97

Enormity

, 52

Environment, society, and governance (ESG)

, 59

committees

, 62

disclosure and dissemination of ESG information by universities

, 64

management of universities

, 63

operation of ESG committee and efforts to spread ESG culture

, 63

University Cluster

, 64

University Cluster Agreement Ceremony and Forum (2023)

, 64

European debt crisis, The

, 14

European Union (EU)

, 13

Exclusion criteria

, 79

Exploratory factor analysis

, 82

Forced migration

, 76

Global citizenship

, 4

education

, 110–112

Habermas’ theory of communicative action to address gap in educating for

, 112–115

Global contexts

, 5

Global crises

, 143

positive reaction to

, 129

Global South

, 131

Global world

, 143

Globalization

, 18, 128

Glocal community

, 144

Glocalisation

, 5, 10, 15

and crises

, 12–14

Glocalism concept

, 143

‘Habermas’ assertion

, 120

‘Habermas’ theory of communicative action

, 110, 116, 120–121

to address gap in educating for global citizenship

, 112–115

Habermasian theory

, 120

Hackathons

, 136

Headteachers

, 50, 53

in private schools

, 48

Higher education

change in participation and perception

, 65–67

context

, 58

COVID-19 and impact on higher education institutions in South Korea

, 61

cultural adaptation and internationalisation in

, 97

historical background

, 60–61

in post-conflict settings

, 30

regional cooperations between universities and local government

, 65

SDGs and ESG management

, 61–64

in South Korea

, 60

systems

, 26, 30

Higher education institutions (HEIs)

, 30, 58, 94, 99, 142

Human capital development

, 95

Human capital model

, 94

Human systems

, 129

and nature of crises

, 127–128

Hurricane

, 12

Incheon Port Corporation

, 65

Incheon Transportation Corporation

, 65

Incheon University LINC 3.0 Project Group

, 65

Inclusion criteria

, 79

Inconsistent strategies

, 36–37

Individual engagement and development

, 31

Industrialisation

, 58

Inner development goals (IDG)

, 126, 132–137, 144

development

, 133

framework

, 134–135

humans, systems and nature of crises

, 127–128

SDGs and education for sustainability

, 129–132

Innovation

, 128

Institute of Regional and International Studies (IRIS)

, 29, 33

Institutional Review Board, The

, 33

Intercultural competence

, 134

International Baccalaureate Diploma Programmes (IBDP)

, 116

International Baccalaureate Middle Years Programmes (IBMYP)

, 116–117

International Baccalaureate Organisation (IBO)

, 111

International Baccalaureate Primary Years Programmes (IBPYP)

, 116

International development

, 5

International educational mobility

, 97

International migration

, 75, 98

International Organization for Migration (IOM)

, 74

International schools

, 111

International student mobility

, 95

discourse and politics of

, 94–95

factors shaping

, 96–97

International students

, 78

motivational factors for

, 98

International study, trans/national academic mobilities and

, 95

International sustainable development

, 5, 16, 141

education in international sustainable development in ever-existing context of crises

, 15–16

Internationalisation in higher education

, 97

Japanese Colonial Period

, 60

Jeonju-University ESG Agreement

, 65

Kangwon National University

, 66

Konkuk University

, 62

Korea University’s Social Contribution Centre

, 63

Korean higher education institutions

, 63

Korean sustainable development goals (K-SDGs)

, 61

Korean War

, 60

Kurdish community’s hesitancy to accept liberal values

, 38

Kurdish/Arab community

, 37

Leadership

conceptualising

, 47–48

development

, 49

Learning lifeworlds

, 143

Liberal arts curriculum

, 26, 28

Liberal values, Kurdish community’s hesitancy to accept

, 38

Lifelong learning

, 74, 77–78

Limited funding

, 37

Local contexts

, 5

Local government, regional cooperations between universities and

, 65

Macro-scale destinations

, 138

Marginalised communities

, 36

Metropolitan Landfill Management Corporation

, 65

Microcategorisation approach

, 83

Migration

, 74–75, 93

analysis of identified data sources

, 80–82

capital accumulation in education mobility

, 97–98

characteristics of migration studies in education

, 82–85

collaboration trends in migration studies in education

, 85–91

conceptual considerations and literature review

, 75

conceptual structure of migration studies in education

, 91–93

cultural adaptation and internationalisation in higher education

, 97

discourse and politics of international student mobility

, 94–95

in education

, 75–76

educational migration for sustainable development

, 77–78

factors shaping international student mobility

, 96–97

identification of scholarly sources

, 79

implications and future directions

, 99

methodological considerations

, 78

motivational factors for international students

, 98

regional dynamics and neo-nationalism in educational mobility

, 95–96

research design

, 78

results

, 82

trans/national academic mobilities and international study

, 95

Military conflicts

, 27

Militia group

, 52

Millennium development goals (MDGs)

, 77

Ministry of Education (MoE)

, 58–59

in South Korea

, 60

Ministry of Trade, Industry and Energy (MTIE)

, 64

Mixed-methods approach

, 116

Multi-faceted-complex-crisis

, 137

Multidimensional crises

, 13

National academic mobilities and international study

, 95

National school systems

, 111

Natural disasters

, 5

Neo-nationalism in educational mobility

, 95–96

Neo-racism

, 95

New Division, The

, 132

Non-governmental organisations (NGOs)

, 29, 50

Onyx’s conceptualisation of impact

, 31

Onyx’s model of social impact

, 31

Organisation for Economic Co-operation and Development (OECD)

, 76, 112

Organisational affiliates of AUIS

, 33–35

Participants

, 53

Personal identity

, 113

Place, Problem, and Project method (P3L method)

, 59

Policy landscape of Somali Private Education System

Benadir regional administration

, 46–47

conceptualising leadership

, 47–48

findings

, 50–52

methodology

, 50

recommendations

, 53

school leadership in conflict-affected environment

, 48–50

Political crises

, 5

Political socialization

, 30

Politics of international student mobility

, 94–95

Population decline

, 67

Positive feedback loops

, 128

Post-2015 migration crises in Europe

, 15

Post–conflict society

, 26–27

Presidential Committee on Ageing Society and Population Policy (PCASPP)

, 58

Private schools in Mogadishu

, 48

Problem based learning (PBL)

, 59

Programme for International Student Assessment (PISA)

, 89

Push–pull theory of international students

, 98

Qualitative analysis

, 32

Qualitative data

, 116

Quality education

, 15, 142

Reflexive thematic analysis

, 117

Refugee education

, 89

Regional cooperations between universities and local government

, 65

Regional dynamics

, 96

in educational mobility

, 95–96

Regional Innovation Scheme project (RIS project)

, 59, 66

Regular crises

, 10

Research questions (RQs)

, 78

Resilience

, 128

Russia-Ukraine war

, 10

Scholarly collaborations

, 85

School cultures

, 113

School leadership

in conflict-affected environment

, 48–50

in Somalia

, 142

School-age population

, 59

Self-determination theory

, 144

Self-efficacy concept

, 65

Self-replicating phenomenon

, 114

Self-sustaining phenomenon

, 114

Semi-structured interviews

, 32

Seoul National University

, 64

Social capital

, 66–67, 76, 97

Social cohesion

, 28, 77

Social impact of American Liberal Arts University

AUIS

, 28–29

communication challenges

, 35–36

conceptual framework

, 31–32

findings

, 35

individual and personal efforts for community betterment

, 38

Kurdish community’s hesitancy to accept liberal values

, 38–39

limited funding

, 37

literature review

, 29–30

methodology

, 32–33

organisational affiliates of AUIS

, 33–35

unclear institutional vision and inconsistent strategies

, 36–37

Social justice

, 87, 89, 94

Social role of universities

, 29–30

Social-ecological resilience

, 128

Socially responsible investing (SRI)

, 63

Society

, 113

Socio-ecological systems

, 128

Socio-metabolic subsystem

, 127

Somali private schools

, 46

Somalia

, 6, 46

education system

, 53

Somalia-related studies

, 49

South Korea

, 58

higher education in

, 60–67

Spiritual competency

, 52

Staff faced repercussions

, 52

Student self-directedness and independence

, 117–118

impact of lifeworld on

, 117

Students Club Research Projects

, 66

Supply chain management (SCM)

, 62

Sustainability

, 95

education for

, 129–132

issues

, 136

sustainability-orientated response

, 128

Sustainable development

, 59, 75, 131

educational migration for

, 77–78

recent crises around world and impact on

, 14–15

Sustainable development goals (SDGs)

, 5, 15, 59, 74, 110, 126, 136, 142

(see also Inner development goals (IDG))

and education for sustainability

, 129–132

management

, 61–64

Swedish organizations

, 132

System colonization, withstanding threat of

, 118–120

Takween (business accelerator)

, 34, 37

Teacher–student communicative action

education for global citizenship

, 110–112

Habermas’ theory of communicative action to address gap in educating

, 112–115

impact of lifeworld on student self-directedness and independence

, 117

methodology

, 115–117

student self-directedness and independence

, 117–118

withstanding threat of system colonization

, 118–120

Thematic data analysis

, 33

Theorisation

, 4

Total citation (TC)

, 85

Trans/national academic mobilities and international study

, 95

Transdisciplinary approach

, 127

Trumpism

, 5

29k Foundation, the

, 132

UNAI KOREA

, 65

Unclear institutional vision

, 36–37

UNESCO Institute for Lifelong Learning (UIL)

, 77

UNICEF

, 50

Unintended impacts

, 27

United Nations (UN)

, 77

Agenda (2030)

, 77

Millennium Summit

, 77

United Nations Development Programme (UNDP)

, 77

Human Development Report

, 4

United Nations Educational, Scientific and Cultural Organization (UNESCO)

, 50, 75

University

, 31, 58

disclosure and dissemination of ESG information by

, 64

regional cooperations between local government and

, 65

social role of

, 29–30

University of Michigan, The

, 31

Validity claims

, 113

Volatile, uncertain, complex and ambiguous world (VUCA world)

, 120

Web of Science (WOS)

, 75, 83

Western, Educated, Industrialised, Rich and Democratic countries (WEIRD countries)

, 142

World Bank

, 50

World Commission on Environment and Development (WCED)

, 77

World War II (WWII)

, 5

Yonsei University

, 64