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.

In recent decades, technology has been increasingly promoted as a universal solution to complex human challenges across education, health, food security, and environmental sustainability. While digital innovations, ranging from artificial intelligence and learning platforms to precision agriculture and health informatics, have expanded possibilities for service delivery and efficiency, they have also reinforced a growing techno-solutionist narrative that overlooks deeper human, ethical, and structural dimensions of development. This paper critically examines the assumption that technological advancement alone can resolve systemic human problems. Drawing on interdisciplinary literature across education, public health, development studies, and sustainability research, the study argues that technological interventions are inherently shaped by social contexts, power relations, institutional capacities, and cultural values. The review highlights how issues such as inequality, governance failures, digital divides, ethical accountability, and human agency often limit the transformative potential of technology, particularly in Global South and resource-constrained contexts. By synthesizing evidence across sectors, the paper demonstrates that technology functions most effectively not as a panacea, but as a complementary tool embedded within broader human-centred systems, policy frameworks, and community-driven practices. The study contributes to contemporary debates by reframing technology as an enabler rather than a determinant of human progress, and calls for development approaches that prioritise ethical governance, contextual responsiveness, and human capability alongside technological innovation.

Contemporary education systems remain overwhelmingly structured around degrees, diplomas, and certificates as primary indicators of success. While such credentials serve labour market signalling functions, they increasingly fail to equip learners with the life skills, ethical dispositions, and ecological consciousness required to sustain livelihoods, communities, and the planet. This paper critically examines the limitations of credential-centric education models in addressing the interconnected social, economic, and environmental challenges of the 21st century. Drawing on interdisciplinary literature spanning human capital theory, capability theory, education for sustainable development, and Indigenous and relational knowledge systems, the study argues that formal qualifications alone are insufficient for fostering human flourishing and planetary wellbeing. The paper advances a re-conceptualisation of education that prioritises life skills, relational learning, environmental stewardship, and socio-emotional competence alongside academic knowledge. It highlights how current schooling and higher education structures often marginalise practical wisdom, ethical responsibility, and community-embedded learning, thereby producing graduates who are technically qualified yet insufficiently prepared for real-world complexity. The paper concludes by proposing a shift from qualification accumulation to capability-based and life-centred education frameworks, calling for systemic reforms in curriculum design, pedagogy, assessment, and education policy to better align learning with the demands of sustainable living and harmonious coexistence with people and the planet.

This study investigated the impact of Corporate Social Responsibility (CSR) on customer loyalty, specifically focusing on Nestlé Nigeria Plc. The research addressed the insufficient examination of the direct impact of CSR efforts on customer loyalty within the Nigerian context, despite significant investments by organizations like Nestlé. The study aimed to empirically investigate how environmental responsibility, social and community engagement, and ethical corporate governance practices influence customer loyalty. Utilizing a descriptive research design, the study collected data through questionnaires from a sample of Nigerian consumers. Analysis revealed significant positive correlations between all CSR dimensions (Environmental Responsibility, Social/Community Engagement, and Ethical Responsibility) and customer loyalty (p < 0.01). Ethical Responsibility demonstrated the strongest correlation (r = 0.726), followed by Environmental Responsibility (r = 0.711) and Social/Community Engagement (r = 0.678). A multiple linear regression analysis further confirmed that all three CSR dimensions significantly and positively influence customer loyalty (F (3, 187) = 117.34, p < 0.001). Ethical Responsibility emerged as the strongest predictor (β = 0.345, p < 0.001), with Environmental Responsibility (β = 0.297, p < 0.001) and Social/Community Engagement (β = 0.264, p < 0.001) also showing significant predictive power. All three null hypotheses, stating no significant influence of these CSR dimensions on customer loyalty, were rejected (p < 0.05). The study concludes that effective CSR strategies, particularly those encompassing ethical, environmental, and social dimensions, significantly enhance brand perception and foster sustained customer loyalty. These findings provide actionable insights for businesses in emerging markets, emphasizing the critical role of comprehensive CSR in building and maintaining strong customer relationships.

Across the world, education systems are increasingly framed around employability, skills alignment, and labour market responsiveness. While these priorities reflect legitimate economic concerns, they risk narrowing the purpose of education to short-term workforce preparation at the expense of broader human, social, and civic development. This paper critically re-examines the dominant employability-driven paradigm in education and asks a fundamental question: beyond employability, what are we preparing young people for in an uncertain and rapidly changing future? Drawing on interdisciplinary scholarship from education policy, human capital theory, critical pedagogy, ethics, and futures studies, the paper argues that contemporary education systems are insufficiently equipped to prepare learners for the complexity, uncertainty, and moral challenges of the 21st century.

The analysis highlights how rapid technological change, artificial intelligence, automation, climate uncertainty, and shifting social relations are transforming not only labour markets but also the nature of citizenship, identity, and human interaction. In this context, an education model narrowly focused on skills acquisition and economic productivity is increasingly inadequate. Instead, the paper proposes a re-conceptualization of educational purpose that integrates employability with ethical reasoning, emotional intelligence, critical thinking, social responsibility, cultural understanding, and lifelong adaptability.

Using a conceptual and policy-oriented approach, the paper synthesises global education reform discourses with emerging critiques from the Global South and Indigenous contexts, where structural inequalities and uneven access to resources further complicate future readiness. The paper advances a human-centred framework for education that positions learners not merely as future workers, but as ethical agents, engaged citizens, and contributors to sustainable and inclusive societies. The study concludes by outlining key implications for education policy, curriculum design, teacher education, and institutional leadership, calling for a deliberate shift from instrumentalist models of education towards more holistic and future-responsive approaches.

Education systems worldwide are increasingly positioned at a critical crossroads, shaped by intensifying policy pressures, rapid technological advancement, labour market volatility, and profound social uncertainty. Across many contexts, education has been instrumentalised as a servant of policy agendas, prioritising employability metrics, human capital accumulation, and economic competitiveness, often at the expense of broader humanistic, ethical, and civic purposes. This paper critically interrogates whether education should continue to function primarily as a policy instrument or be reclaimed as an architect of possibility capable of preparing young people for uncertain, complex, and rapidly changing futures.

Drawing on interdisciplinary literature from education policy, sociology of education, futures studies, and moral philosophy, the paper examines how contemporary policy frameworks increasingly narrow the purposes of education through standardisation, accountability regimes, and skills-based discourses. It argues that such approaches risk producing technically competent yet ethically unanchored learners, insufficiently equipped to navigate uncertainty, social fragmentation, and global challenges such as climate change, technological disruption, and widening inequality. In contrast, the paper advances a future-oriented, human-centred conception of education that foregrounds ethical reasoning, critical consciousness, emotional intelligence, cultural identity, and democratic engagement alongside cognitive and technical skills.

A theory-driven conceptual framework is proposed to illustrate the tension between policy compliance and educational possibility, highlighting pathways through which education systems can move beyond narrow performativity towards holistic and transformative learning. The discussion situates these debates within both global and small-state contexts, including the Pacific, where structural constraints, cultural values, and post-colonial policy legacies further complicate educational reform. The paper concludes by arguing that reclaiming education as an architect of possibility is not a rejection of policy, but a reorientation of policy itself, towards enabling education systems that cultivate resilient, ethical, and future-ready citizens capable of shaping, rather than merely surviving, an uncertain world.

This study comprehensively examines the areas of application of blockchain technology within corporations, the structural and functional transformations brought about by this technology, and the legal consequences it engenders, particularly from the perspective of Turkish law. The fundamental characteristics of blockchain—decentralization, immutability, transparency, and security—open the door to new governance models in corporate law. In this context, the functionality of blockchain applications in areas such as general assembly meetings, stock transactions, and corporate control mechanisms in joint-stock companies is addressed, and the impact of digital transformation on capital markets and shareholding structures is evaluated. In the following sections of the study, the compatibility of blockchain technology with the existing legal infrastructure within the framework of the Turkish Commercial Code is discussed, and comparative analyses from European and international legal perspectives are provided. Furthermore, the legal challenges of blockchain applications, such as the protection of personal data, the legal validity of smart contracts, jurisdiction issues, and cross-border data flows, are addressed in detail, and solutions to these problems are proposed. In conclusion, blockchain applications in joint-stock companies have the potential for comprehensive transformation not only at the technical level but also at the normative level. In this context, the need for innovative and comprehensive regulation has been highlighted from both private and public law perspectives.

This paper explores the socio-political landscape of Hong Kong in the aftermath of the 2019-2020 protests, focusing on the implications of governance changes and the erosion of civil liberties. The aim is to identify key challenges faced by the region and propose innovative, solution-oriented strategies that promote participatory governance, social justice, and economic resilience. Through a mixed-methods approach, including qualitative interviews and quantitative data analysis, the research examines the motivations behind the protests, the role of technology in mobilization, and the potential for international collaboration. Findings indicate a significant disconnect between government actions and public demands, highlighting the need for inclusive dialogue and policy reform. The overall conclusion emphasizes the importance of fostering civic engagement and resilience in Hong Kong to navigate its complex political landscape and ensure a sustainable future dovetailing with the basic law of the special administrative city and exploiting fully the potential of the situation.