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At the beginning of the 21st century there are new expectations and challenges towards Technology Assessment (TA). Among these there is a new awareness on TA issues in education, in particular at universities. While TA was mainly an activity at extra-universitarian research institutions for a long time now there are new developments and initiative towards integrating TA issues in university courses. We will first give an insight into the international development. Secondly we will focus on the "TA and education" landscape in Germany and Portugal in more detail, followed by a description of new and emerging forms of cooperation between Portugal and Germany in this field which might serve as a model or an example for further cooperation between other partners.

The values of aggregative democracy have dominated much of civic education as its values reflect the realities of the American political system. We argue that deliberative democratic theory better addresses the moral and epistemological demands of democracy when compared to aggregative democracy. It better attends to protecting citizens' autonomy to participate in civic life and is able to accommodate the diverse experiences and viewpoints of the American public. We conclude by examining how deliberative democracy provides a new lens on civic education practices. It calls for attention to be given to the process of the exchange of reasons among students and also allows students to critically examine the current democratic process to determine in what ways it is or is not living up to deliberative democratic ideals.

The article is devoted to the study of digital competence as a component of work activity of a mediator specialising in education. The article analyses the professional standards of a mediator in Russia and abroad, the work duties of a mediator in educational organizations. The authors have developed a model of digital competence of a mediator in education, which includes the basic and professional level, represented by three spheres: online mediation, conflict prevention in the virtual environment; informational and psychological security. Empirical research has been carried out to identify indicators of digital competence of mediation specialists in education who work in the Siberian region. There have been determined deficiencies and dependencies of the indicators in terms of spheres and components of digital competence. In order to develop the digital competence of mediation specialists in education, the authors propose ways to improve the training of master's students at the Siberian Federal University. The results presented in the article are supported by the charity fund of the V. Potanin's program "Practically oriented master's program 'Mediation in Education' with the strategic partnership of universities and professional communities of mediators from Siberia and Kazakhstan"

This article reports on a project that asked pre-service teachers to use science fictional and speculative storytelling to imagine the future of education. I explore the importance of making space for narrativizing and imagining educational and societal change with pre-service teachers,
who are forming their pedagogical identities and perspectives, within the context of the current COVID-19 global pandemic. Various narrative approaches to future educational and pedagogical possibility are examined through thematic analysis of pre-service teachers' future-based stories.
This article signals the importance of using speculative storytelling to dismantle singular notions of what education might look like and the role that education might play in a changing society, particularly in the context of citizenship, community, and collective responsibility.

The expansion of trade and investment in the global economy since the 1980s has been accompanied by an associated growth in the international trade in education services, particularly higher education. In this paper we provide a detailed analysis of the expansion of higher educational mobility, measured by the burgeoning numbers of tertiary students going abroad to study. In particular, this paper investigates the increasing mobility of students from the Asia Pacific region undertaking study in Western Europe, North America and Australia. The paper argues that increasing international trade in education services in the Asia Pacific region reflects the strategic importance of these services to develop and maintain the long-term economic and social viability of these nations. Increasingly governments throughout the world now recognize the crucial role of education in fostering economic growth (especially in new knowledge-based sectors), personal and social development, as well as reducing inequality. Nations with well-established and prestigious higher education systems such as the United States, the United Kingdom and Australia have been the main beneficiaries of this growing trade in education services. These countries have been at the forefront of educational exports as they have led aggressive marketing campaigns to recruit new students as well as develop new methods of higher education provision and delivery. Further, this paper explores the positive and negative effects of student mobility, and the linkages between the internationalization of higher education and the professions. Finally, this study makes some suggestions for further research.

India has world's third largest higher educational system, next to China and United States. The mission of higher education is to achieve access, equality, justice, quality, employability, inclusiveness and create a knowledge society/economy. The deteriorating administration, unproductive practice, corruption and fund unavailability leads to break down of indigenous educational system. To tackle with the problem of unavailability of funds, instead of setting up new institutions, which require huge investments, priority of the government is to expand the capacity of existing institutions and to open the new educational institutions in higher education in private sector only. There are three forms of privatization of higher education institutes- Government self financing institutes, Government aided private self financing institutes and completely private higher education institutes. The need to privatize higher education is explained in this paper. The impact of privatization in higher education is positive as well as negative. The suggestions to take maximum benefits from privatization are also discussed.

'Provincialism', or the separation of inferior spaces from normative ones, is seen in this essay as a key trope for interpreting modern Indian history. Provincialism, or provinciality, is a space recognizable instantly. It is marked by slowness, by absence of the new and recent, by what is seen on the national level as a brake-effect in an otherwise promising march forwards. Cities, which is what I concentrate on in this essay, are characterizable as provincial by a certain appearance: a topography of narrow streets, by the sloppy merger of the inside and outside, by an absence of discrimination between the jungle and the civilized as animal life proliferates on the roads. Their space is marked by a lack of discipline, and this lack is further exacerbated by an attitude almost aggressive, at any rate stubborn, that seems to embrace every other dimension of life. The provincial citizen is one whose body identifies with the provincial space. It revels in an indifference to the rules of obedience to arbitrary external exercises of power. The provincial space and its citizen are marked in the use of languages by the dominance of regional language over English. Overall, the provincial space is signified in the state as an obstacle, political, economic, and most of all cultural, to what could otherwise be the smooth march forward of unfettered forces of rationality and order. But it signifies itself by an alternative code. That which is indiscipline to the center is freedom to the margins; that which is coarse, is cultured; that which is backward, is rich; that which is alien is intimate; and that which is unable to keep step with a march forward is precisely the intelligent and crafty that refuses to play a non-reflexive, mechanical game.

The author reassesses the reasons for Nobunaga's attacks on the Buddhist temples and explores the long-term effects of his activities on the temples and on the relation between Buddhism and the state. Originally published in 1985. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Hackathons have gained popularity recently as a platform for fostering innovation and collaboration, providing hands-on learning experiences for students to design, prototype, and solve real-world problems. While studies have explored hackathon adoption in education, there is a scarcity of chronological reviews on this subject. This article addresses the gap by presenting a comprehensive literature review using a systematic methodology, analyzing 30 relevant articles spanning 2012 to 2022 from databases like EBSCOhost, Scopus, and Google Scholar. The study identifies five key adoption factors: perceived usefulness, perceived ease of use, behavioral intention, self-efficacy, and collaborative learning. Findings suggest that individuals are more likely to adopt hackathons when they perceive them as valuable and easy to engage with. Moreover, participants with a desire to engage, exhibit confidence in their abilities, and have prior hackathon experience are more inclined to embrace Hackathons. This highlights the importance of effective teamwork and knowledge sharing during hackathons, contributing to increased adoption rates. This study's contribution lies in identifying hackathon adoption factors relevant in education, providing insights for assessing progress, overcoming barriers, and making informed decisions to stay relevant in the evolving digital landscape. Ultimately, the adoption of hackathons in education holds the potential to revolutionize teaching and learning, enhancing student engagement, collaboration, and achievement. Educational institutions, by understanding these factors, can effectively integrate hackathons to develop creative and memorable learning spaces.