Colonial education systems in the Pacific were designed to reshape Indigenous identities, restructure social systems, and replace local epistemologies with Western worldviews. These legacies continue to influence contemporary schooling, where Eurocentric curricula, English-dominant language policies, and non-relational pedagogies often marginalise Indigenous knowledge, culture, and authority. This paper examines the shift from colonial schooling to decolonial futures in Pacific Island nations, arguing that meaningful transformation requires dismantling entrenched colonial logics embedded in curriculum, governance, assessment, and teacher preparation. Drawing on decolonial theory, Indigenous Pacific epistemologies, and contemporary regional research, the paper explores how movements for language revitalisation, cultural resurgence, and Indigenous-led education governance are reshaping possibilities for future generations. It highlights emerging practices, including vanua- and vā-centred pedagogies, immersion language programs, land-based learning, and Indigenous community co-governance, that offer pathways toward epistemic justice and culturally grounded education systems. By tracing both historical impacts and contemporary innovations, this study proposes a decolonial education framework that positions Pacific knowledge systems, linguistic diversity, and relational ontologies at the centre of educational transformation. The findings argue that decolonial education is essential not only for restoring cultural continuity and Indigenous sovereignty but also for building resilient, future-ready education systems capable of supporting Pacific nations in the 21st century and beyond.

The rapid evolution of artificial intelligence (AI), digital technologies, and automated labour markets has created unprecedented challenges and opportunities for education systems worldwide. Traditional pedagogical models, often rooted in teacher-centred approaches, are increasingly insufficient to prepare learners for the complex demands of the 21st-century workforce. This paper explores future-oriented pedagogies that integrate technology, ethical reasoning, and interdisciplinary learning to develop students’ adaptability, critical thinking, and digital literacy. Drawing on global research and regional insights from Fiji and the Pacific, the study examines the pedagogical strategies necessary to align education with emerging labour market trends, technological disruption, and socio-cultural imperatives. The paper highlights AI-enhanced learning, experiential and project-based approaches, collaborative problem-solving, lifelong learning, and culturally responsive teaching as critical components of a future-ready educational framework. It argues that universities and schools must adopt innovative, flexible, and inclusive pedagogies to ensure learners are not only employable but also ethically, socially, and environmentally responsible citizens. By bridging theory, practice, and regional relevance, this paper provides actionable recommendations for educators, policymakers, and institutions seeking to prepare learners for an unpredictable, technology-driven future.

The argument of this study is that the political unification of Albanians, in the form of a functional federation, is possible only on the basis of two fundamental premises: (1) the consolidation of a functional and economically developed state in Kosova, and (2) the deepening of Euro-Atlantic integration processes, which neutralize the geopolitical dimension of regional opposition. The study is based on theories of state-building, federalism and regional integration, as well as on the comparative experiences of Central Europe.

The state-forming transformation of Kosova in the first decades after the war has involved the clash between two opposing political logics: a republican-democratic model oriented towards institutional consolidation and a clientelistic model that relies on patronage, particularism and the capture of public resources. This clash produces profound implications for national security, regional stability and the long-term perspective of the Albanian nation. In this context, the narrative about the old political establishment's interactions with destabilizing actors—Serbia, Russia, and specific segments within the EU—should be understood not as a genuine empirical fact, but as a structural risk present in the political architecture of the Western Balkans.

Recognizing the urgency of addressing environmental concerns and aiming to support child development, this participatory action research (PAR) focuses on initiating actions for a greener and safer environment for young children in the marginalized ger neighborhoods in Ulaanbaatar the Capital City of Mongolia. In collaboration with parents and involving 311 children aged two to five across 11 groups, this action research has been conducted since September 2021 with the goal of enhancing children's cognitive, emotional, and social development, fostering increased environmental awareness, improving problem-solving skills, and a sense of responsibility. Research findings show that the attitudes and habits towards air pollution, ecological safety, rational water use, and creating a green environment have significantly improved among the participants.

Climate change is increasingly reshaping patterns of human mobility, governance capacity, and educational stability across the globe. In many contexts, climate-induced displacement and migration intersect with globalisation-driven inequalities to disrupt schooling trajectories, contributing to declining academic performance and rising rates of school disengagement and dropout. Despite growing recognition of these challenges, existing educational responses remain fragmented, often addressing climate change, migration, governance, and technology as isolated policy domains. This paper critically examines how climate change and migration, within a globalised world, influence school disengagement through governance failures, structural inequality, and limited system responsiveness. Drawing on interdisciplinary literature spanning education, climate studies, migration research, governance, and digital transformation, the paper develops an integrated conceptual analysis that foregrounds the role of education systems as both sites of vulnerability and potential resilience. Particular attention is given to the emerging role of artificial intelligence (AI) in supporting early identification of disengagement risks, adaptive learning pathways, and system-level planning, alongside the often-overlooked contributions of traditional and indigenous knowledge systems in fostering community resilience, belonging, and culturally grounded educational continuity. The analysis highlights tensions between technocratic, data-driven solutions and context-sensitive, human-centred approaches that recognise moral responsibility, cultural knowledge, and social justice. The paper argues that addressing school disengagement in the context of climate-induced mobility requires governance frameworks that integrate technological innovation with equity-oriented policies and epistemic plurality. It concludes by proposing a holistic, values-informed framework for educational governance that aligns AI-enabled interventions with traditional knowledge and inclusive policy design to support educational continuity, learner well-being, and long-term social sustainability in an era of climate uncertainty.

Contemporary education systems face increasing pressure to respond to moral fragmentation, learner disengagement, mental health challenges, and the dominance of outcome-driven pedagogies in 21st-century classrooms. While global education reforms emphasize competencies such as critical thinking, creativity, and digital literacy, comparatively less attention has been given to the cultivation of ethical values, character formation, and inner resilience. This paper argues that the Bhagavad Gita, a foundational philosophical text, offers a timeless and holistic framework for values-based education that is highly relevant to modern educational contexts. Drawing on key Gita teachings, such as dharma (ethical duty), karma yoga (selfless action), self-awareness, equanimity, and purpose-driven learning, the study conceptualizes an integrative educational framework that aligns moral development with cognitive and socio-emotional learning.

Using a critical narrative review of interdisciplinary literature spanning philosophy of education, values education, social-emotional learning, and 21st-century pedagogy, the paper demonstrates how Gita-inspired principles can be pedagogically translated into classroom practices that promote mindfulness, resilience, ethical reasoning, and learner agency. The proposed framework positions teachers as moral facilitators and learners as reflective, purpose-oriented individuals capable of navigating complexity and uncertainty. The paper contributes to contemporary debates on holistic education by offering a culturally grounded yet universally applicable model that bridges ancient wisdom and modern educational imperatives. It concludes by highlighting implications for curriculum design, teacher education, and policy development in pluralistic and globalized education systems.