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The purpose of this paper is to explore the nature of multi‐drafting among college students according to demographic characteristics and measure its impact on students' achievements.

The research was conducted in two stages. First, a preliminary research based on data from the Highlearn web‐based content learning environment, analyzing the correlations between the number of drafts submitted and the final grade per assignment. Second, a questionnaire based and designed to evaluate the influence of the demographic background of students on multi‐drafting traits. The variables influencing the utilization of multi‐drafting for a given assignment were examined using a 23‐item Likert scale questionnaire.

The results indicate that students tend to regard multi‐drafting as a positive usage of time; they appreciate it as an opportunity to improve their grades; and they value its advantage for fairness of grading. The research establishes the fact that marital status and gender influence students' attitudes toward multi‐drafting.

Web‐based content learning environments are becoming part of the academic learning environment. Thus, the prospect of shifting from summative to formative evaluation in order to enhance meaningful learning can be achieved through a number of teaching techniques, of which one of them is multi‐drafting. Understanding the variables influencing the way students utilize multi‐drafting will help incorporating it with a maximum benefit.

The paper's findings connect multi‐drafting teaching technique to a variety of variables which may hinder its implementation. These findings are of value to practitioners and researchers.

Globally, teachers are operating in environments influenced by past, current and anticipated crises. Students today need to develop the critical skills that will empower them to be agents of change in response to these crises. Education for global citizenship offers an approach that can mediate both content and process priorities, yet many teachers do not have the tools and strategies needed to deliver these dual outcomes. Habermas’ theory of communicative action offers a framework through which teachers can harness the potential of the so-called learning lifeworld to educate for global citizenship. This is of particular importance when considering education through the lens of international sustainable development. The contextualisation of communicative acts within the learning lifeworld offers the prospect of elevating students as agentic leaders within their communities. This chapter focuses on and unpacks the concept of education for global citizenship as a key tool for overcoming current crises and positions the theory of communicative action as a viable theoretical framework in the delivery of that concept. The ethnographic case study presented explores students’ perspectives on how their learning lifeworlds shape their identities, highlighting the role of culture, society and person in combatting lifeworld colonisation and nurturing global citizens. It finds that the theory of communicative action can be used as a tool to help students develop self-directedness and independence. It is argued teachers can use communicative acts to promote and model the values of education for global citizenship, ultimately better preparing today’s students for tomorrow’s world.