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This study aims to explore various conceptions of global citizenship education (GCE) and pedagogies among frontline Chinese Hong Kong secondary school teachers under the onset of a new political climate of conservative nationalism.

It utilised interview findings with a purposive sample of about 22 experienced secondary school teachers in 2019, which was shortly before the city was caught in huge waves of protests. Interviewees come from different demographics, such as subsidy types of schools and school sponsoring bodies and admit students of different socio-economic status and academic capabilities.

The findings reveal both liberal and nationalistic orientations on knowledge and values of GCE, including sustainability, in recent school education, and the use of discussion and experiential learning for teaching GCE.

A conceptual framework is developed for further research on teaching GCE in different cultural contexts. Developing pedagogies to instil in learners the values, attitudes and behaviours that support responsible global citizenship should become an international research agenda.

The analysis offers insightful views on what, why and how these teachers teach GCE. The authors also construct a framework of teachers' values and teaching beliefs that cultivate global citizens based on the research findings. This framework can inform school leaders, curriculum planners and teacher trainers in developing a more substantial pedagogical framework for GCE.

Scholars have been sounding the alarm of novice teacher turnover crises for decades. South Africa is soon to be facing an educational catastrophe because of a shortage of experienced teachers. Globally and in South Africa, novice teacher attrition is high, and teachers entering the classroom often described feeling isolated and unsupported.

This qualitative study was underpinned by an interpretative phenomenology approach. The author reviewed the literature and newly emerged findings of novice teacher mentoring support needs through the theoretical lens of the Ubuntu philosophy “I am because we are” which emphasises the importance of interconnectedness and community. Using semi-structured interviews, this study aimed to explore novice teacher mentoring needs from an Ubuntu perspective.

Novice teachers report feeling overwhelmed with the complexities of teaching in their early careers and express the desire to be formally mentored by a knowledgeable “elder” teacher. This paper argues that a competent mentor who values Ubuntu in their mentoring could offer collaboration, respect, compassion and support to novices that may keep them in the profession. This paper further explores the potential benefit of a prescribed Ubuntu-orientated mentoring programme to formalise mentoring for novices. In addition, it explores the school micro-community from the Ubuntu principles to support novices.

While there is a plethora of studies about mentoring novice teachers, literature from an Africanised Ubuntu perspective is scarce. Perhaps the time has come to find African solutions to our African problems.