International Journal of Changes in Education

• Boyer, E. L. (2019). The scholarship of engagement. In L. R. Sandmann & D. O. Jones (Eds.), Building the field of higher education engagement (pp. 15–25). Routledge.
• Alvarenga, M., Fernandez, F., Thomé, R. L., de Aguiar Dutra, A. R., Junges, I., Nunes, N. A., & de Andrade Guerra, J. B. S. O. (2023). The role of outreach programs at HEIs: Promoting sustainability training among future leaders through design thinking. In W. L. Filho, A. L. Salvia, E. Pallant, B. Choate, & K. Pearce (Eds.), Educating the sustainability leaders of the future (pp. 413–429). Springer Nature. https://doi.org/10.1007/978-3-031-22856-8_23
• Ho, C. T. Y. (2023). Making career development sustainable: A senior capstone course case study. In W. L. Filho, A. L. Salvia, E. Pallant, B. Choate, & K. Pearce (Eds.), Educating the sustainability leaders of the future (pp. 297–309). Springer Nature. https://doi.org/10.1007/978-3-031-22856-8_17
• Stibbe, D., & Prescott, D. (2020). The SDG partnership guidebook: A practical guide to building high impact multistakeholder partnerships for the sustainable development goals. The Partnering Initiative and UNDESA.
• Gelles, D., & Rappeport, A. (2023). The World Bank is getting a new chief. Will he pivot toward climate action? The New York Times. https://www.nytimes.com/2023/04/09/climate/world-bank-ajay-banga.html
• Minnick, D. J., Rao, S., Smith, K., Krings, A., & Teixeira, S. (2024). Meeting the grand challenge to create social responses to a changing environment [Policy brief]. Grand Challenges for Social Work. https://grandchallengesforsocialwork.org/wp-content/uploads/2024/07/240730-SRTCE_PB_FINAL.pdf
• United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. https://sdgs.un.org/2030agenda
• Unterhalter, E., & Howell, C. (2021). Unaligned connections or enlarging engagements? Tertiary education in developing countries and the implementation of the SDGs. Higher Education, 81, 9–29. https://doi.org/10.1007/s10734-020-00651-x
• Ritchie, H. (2024). Not the end of the world: How we can be the first generation to build a sustainable planet. USA: Little, Brown Spark.
• Purcell, W. M., & Haddock-Fraser, J. (2023). Introduction. In W. M. Purcell & J. Haddock-Fraser (Eds.), The Bloomsbury handbook of sustainability in higher education: An agenda for transformational change (pp. 1–12). Bloomsbury Publishing.
• Dhara, C., & Singh, V. (2021). The elephant in the room: Why transformative education must address the problem of endless exponential economic growth. In R. Iyengar & C. T. Kwauk (Eds.), Curriculum and learning for climate action: Toward an SDG 4.7 roadmap for systems change (pp. 120–143). Brill.
• Ydo, Y. (2021). Toward a sustainable future: Integrating climate change into curriculum. In R. Iyengar & C. T. Kwauk (Eds.), Curriculum and learning for climate action: Toward an SDG 4.7 roadmap for systems change (pp. xi–xii). Brill.
• Lumbreras, J., Moreno-Serna, J., Palau, G., Peris, J., Oquendo-Di Cosola, V., Sánchez-Chaparro, T., & Mataix, C. (2023). University–city partnerships for sustainable urban transformations. In W. M. Purcell & J. Haddock-Fraser (Eds.), The Bloomsbury handbook of sustainability in higher education: An agenda for transformational change (pp. 279–296). Bloomsbury Publishing. https://doi.org/10.5040/9781350244375.ch-015
• Mwangi, C. A. G. (2017). Partner positioning: Examining international higher education partnerships through a mutuality lens. The Review of Higher Education, 41(1), 33–60. https://dx.doi.org/10.1353/rhe.2017.0032
• Omazic, A., & Zunk, B. M. (2021). Semi-systematic literature review on sustainability and sustainable development in higher education institutions. Sustainability, 13(14), 7683. https://doi.org/10.3390/su13147683
• Tilbury, D. (2011). Higher education for sustainability: A global overview of commitment and progress. Higher Education in the World, 4(1), 18–28. https://www.researchgate.net/publication/285755127
• Koehn, P. H., & Uitto, J. I. (2017). Universities and the sustainable development future: Evaluating higher-education contributions to the 2030 agenda. UK: Routledge.
• Stein, S. (2024). Universities confronting climate change: Beyond sustainable development and solutionism. Higher Education, 87(1), 165–183. https://doi.org/10.1007/s10734-023-00999-w
• Leicht, A., & Byun, W. J. (2021). UNESCO’s framework ESD for 2030: An ambitious new initiative for massive transformation. In R. Iyengar & C. T. Kwauk (Eds.), Curriculum and learning for climate action: Toward an SDG 4.7 roadmap for systems change (pp. 89–103). Brill. https://doi.org/10.1163/9789004471818_006
• Zwolińska, K., Lorenc, S., & Pomykała, R. (2022). Sustainable development in education from students’ perspective—Implementation of sustainable development in curricula. Sustainability, 14(6), 3398. https://doi.org/10.3390/su14063398
• Desha, C., & Hargroves, K. C. (2013). Higher education and sustainable development: A model for curriculum renewal. UK: Routledge.
• Creed, I., Ramaswamy, M., Wolsfeld, M., Calvez, S., Fulton, M., Liber, K., ..., & McKay, J. (2021). Radical transformation of universities to prepare the next generation of climate champions. In R. Iyengar & C. T. Kwauk (Eds.), Curriculum and learning for climate action: Toward an SDG 4.7 roadmap for systems change (pp. 67–86). Brill.
• Chankseliani, M., & McCowan, T. (2021). Higher education and the sustainable development goals. Higher Education, 81(1), 1–8. https://doi.org/10.1007/s10734-020-00652-w
• Purcell, W. M., & Haddock-Fraser, J. (2023). Conclusion. In W. M. Purcell & J. Haddock-Fraser (Eds.), The Bloomsbury handbook of sustainability in higher education: An agenda for transformational change (pp. 471–476). Bloomsbury Publishing.
• Chapungu, L., & Nhamo, G. (2024). Academia’s engagement with sustainable development goals: Status quo and barriers at Great Zimbabwe University. International Journal of Sustainability in Higher Education, 25(9), 234–254. https://doi.org/10.1108/ijshe-07-2023-0329
• Barth, M., & Rieckmann, M. (2015). State of the art in research on higher education for sustainable development. In M. Barth, G. Michelsen, M. Rieckmann, & I. Thomas (Eds.), Routledge handbook of higher education for sustainable development (pp. 100–113). Routledge.
• Comfort, K. (2024). A global humanities approach to the United Nations’ sustainable development goals (SDGs) and education for sustainable development (ESD). In K. Comfort (Ed.), A global humanities approach to the United Nations’ sustainable development goals: Understanding planet, people, and prosperity (pp. 1–22). Routledge.
• Hudzik, J. K., & Malerich, J. A. (2023). Higher education internationalisation and civic (dis)engagement. In F. Hunter, R. Ammigan, H. de Wit, J. Gregersen-Hermans, E. Jones, & A. C. Murphy (Eds.), Internationalisation in higher education: Responding to new opportunities and challenges (pp. 77–88). EDUCatt.
• Tian, L., Feng, Z. L., & Liu, N. C. (2025). Measuring global common goods in higher education: Dimensions and potential indicators. Higher Education, 89(1), 83–98. https://doi.org/10.1007/s10734-024-01287-x
• Gough, A. (2020). Environmental/sustainability education in a global context: Stories of political and disciplinary resistances. In J. C.-K. Lee & N. Gough (Eds.), Transnational education and curriculum studies (pp. 99–113). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781351061629-7
• Koivunen, T., Konst, T., & Friman, M. (2024). Building a sustainable future: Ideas and perceptions of university staff. Foresight, 26(2), 241–252. https://doi.org/10.1108/FS-12-2022-0170
• Roemhild, R., & Gaudelli, W. (2021). Climate change as quality education: Global citizenship education as a pathway to meaningful change. In R. Iyengar & C. T. Kwauk (Eds.), Curriculum and learning for climate action: Toward an SDG 4.7 roadmap for systems change (pp. 104–119). Brill.
• Obadahun, S. O., Kadir, N. A., & Abu Bakar, M. Z. (2024). Training and development of public university academics in Nigeria and sustainable development goals (SDGs). African Identities, 22(2), 323–336. https://doi.org/10.1080/14725843.2021.2021851
• Singha, R., & Singha, S. (2024). Application of experiential, inquiry-based, problem-based, and project-based learning in sustainable education. In C. L. Goi (Ed.), Teaching and learning for a sustainable future: Innovative strategies and best practices (pp. 109–128). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-6684-9859-0.ch006
• Leal Filho, W., Salvia, A. L., & Eustachio, J. H. P. P. (2023). An overview of the engagement of higher education institutions in the implementation of the UN sustainable development goals. Journal of Cleaner Production, 386, 135694. https://doi.org/10.1016/j.jclepro.2022.135694
• Lendínez-Turón, A., Domínguez-Valerio, C. M., Orgaz-Agüera, F., & Moral-Cuadra, S. (2023). Public administration education towards sustainable development goals: Psychometric analysis of a scale. International Journal of Sustainability in Higher Education, 24(6), 1177–1196. https://doi.org/10.1108/IJSHE-05-2022-0162
• Moratis, L., & Beyne, J. (2023). Experiencing sustainability: Developing students’ global leadership skills. In W. M. Purcell & J. Haddock-Fraser (Eds.), The Bloomsbury handbook of sustainability in higher education: An agenda for transformational change (pp. 75–86). Bloomsbury Academic. https://doi.org/10.5040/9781350244375.ch-004
• Comfort, K., & Hirsch, J. (2023). Conclusion: Think global, act local: Partnerships and projects (SDG 17). In K. Comfort (Ed.), A global humanities approach to the United Nations’ sustainable development goals: Understanding planet, people, and prosperity (1st ed.) (pp. 214–222). Routledge.
• Amoros Molina, A., Helldén, D., Alfvén, T., Niemi, M., Leander, K., Nordenstedt, H., ..., & Biermann, O. (2023). Integrating the United Nations sustainable development goals into higher education globally: A scoping review. Global Health Action, 16(1), 2190649. https://doi.org/10.1080/16549716.2023.2190649
• Raich, S., Lindau, A.-K., Limmer, I., & Schwarz, V. (2023). Responsibility through action learning—Building up world relations and personal capacity through teaching formats. In W. L. Filho, A. L. Salvia, E. Pallant, B. Choate, & K. Pearce (Eds.), Educating the sustainability leaders of the future (pp. 171–190). Springer Nature. https://doi.org/10.1007/978-3-031-22856-8_10
• Nepali, P., & Baral, P. (2023). University-community partnerships in Nepal. In W. M. Purcell & J. Haddock-Fraser (Eds.), The Bloomsbury handbook of sustainability in higher education: An agenda for transformational change (pp. 361–380). Bloomsbury Academic. https://doi.org/10.5040/9781350244375.ch-019
• Nwogbo, D. C., & Kadiri, K. (2023). Nigerian universities and achievement of the SDGs. In W. M. Purcell & J. Haddock-Fraser (Eds.), The Bloomsbury handbook of sustainability in higher education: An agenda for transformational change (pp. 129–152). Bloomsbury Academic. https://doi.org/10.5040/9781350244375.ch-007
• Ajaps, S. (2023). Deconstructing the constraints of justicebased environmental sustainability in higher education. Teaching in Higher Education, 28(5), 1024–1038. https://doi.org/10.1080/13562517.2023.219863
• Hernández Guzmán, D., & Hernández García de Velazco, J. (2024). Global citizenship: Towards a concept for participatory environmental protection. Global Society, 38(2), 269–296. https://doi.org/10.1080/13600826.2023.2284150
• Jimenez, J., & Kabachnik, P. (2023). Indigenizing environmental sustainability curriculum and pedagogy: Confronting our global ecological crisis via Indigenous sustainabilities. Teaching in Higher Education, 28(5), 1095–1107. https://doi.org/10.1080/13562517.2023.2193666
• Howitt, R., Muller, S., & Suchet-Pearson, S. (2009). Indigenous geographies. In R. Kitchin & N. Thrift (Eds.), International encyclopedia of human geography (pp. 358–364). Elsevier.
• Boragine, L. H. (2023). Roll the dice: Using game-based learning to teach sustainability in higher education. In W. L. Filho, A. L. Salvia, E. Pallant, B. Choate, & K. Pearce (Eds.), Educating the sustainability leaders of the future (pp. 59–73). Springer. https://doi.org/10.1007/978-3-031-22856-8_4
• Hayes, C. (2024). Social sustainability via critical reflexivity: Strategic gamification in higher education. In C. L. Goi (Ed.), Teaching and learning for a sustainable future: Innovative strategies and best practices (pp. 188–206). IGI Global Scientific Publishing.
• Lotfabadi, P., & Iranmanesh, A. (2025). Evaluating the incorporation of ecological conscious building design methods in architectural education. Buildings, 15(8), 1339. https://doi.org/10.3390/buildings15081339
• Fischer, K., & Isenmann, R. (2023). Education for sustainability at distance and online learning universities: Methodologies and good practices for educating sustainability experts and leaders of the future. In W. L. Filho, A. L. Salvia, E. Pallant, B. Choate, & K. Pearce (Eds.), Educating the sustainability leaders of the future (pp. 147–169). Springer. https://doi.org/10.1007/978-3-031-22856-8_9
• Bromfield, N. F., & Duarte, F. (2022). Centering public impact scholarship among social work scholars to promote and contribute to the United Nations sustainable development goals. Social Work Education, 41(7), 1427–1440. https://doi.org/10.1080/02615479.2022.2104241
• Ciangura, F. V., & Mifsud, M. C. (2023). Using out-of-class ESD experiences to link the outside world with young people’ s lives. In W. L. Filho, A. L. Salvia, E. Pallant, B. Choate, & K. Pearce (Eds.), Educating the sustainability leaders of the future (pp. 257–279). Springer. https://doi.org/10.1007/978-3-031-22856-8_15
• Jaskari, M.-M. (2024). Academic design thinking pedagogy as an approach to foster sustainability skills in higher education. In C. L. Goi (Ed.), Teaching and learning for a sustainable future: Innovative strategies and best practices (pp. 69–90). IGI Global Scientific Publishing.
• Koehn, P. H., Ngai, P. B.-Y., Uitto, J. I., & Diaków, D. M. (2023). Migrant health and resilience: Transnational competence in conflict and climate displacement situations. UK: Routledge.
• Kumagai, A. K., & Lypson, M. L. (2009). Beyond cultural competence: Critical consciousness, social justice, and multicultural education. Academic Medicine, 84(6), 782–787. https://doi.org/10.1097/ACM.0b013e3181a42398
• de Toledo Piza, D. (2023). Mapping migration in the SDGs: A pedagogical tool of sustainability learning for students of migration. In W. L. Filho, A. L. Salvia, E. Pallant, B. Choate, & K. Pearce (Eds.), Educating the sustainability leaders of the future (pp. 27–45). Springer Nature. https://doi.org/10.1007/978-3-031-22856-8_2
• Föhrer, B., Erne, R., & Finlay, G. (2021). Transnational competence: A transformative tool? A comparison of German and Irish political trade union education programs. Labor Studies Journal, 46(2), 182–212. https://doi.org/10.1177/0160449X19894388
• Mansilla, V. B., & Jackson, A. (2013). Educating for global competence: Learning redefined for an interconnected world. In H. Jacobs (Ed.), Mastering global literacy, contemporary perspectives (pp. 5–27). Solution Tree. https://doi.org/10.13140/2.1.3845.1529
• Basilico, M., Kerry, V., Messac, L., Suri, A., Weigel, J., Basilico, M. T., ..., & P. Farmer (2013). A movement for global health equity? In P. Farmer, J. Y. Kim, A. Kleinman, & M. Basilico (Eds.), Reimagining global health: An introduction (pp. 340–354). University of California Press. https://doi.org/10.1525/9780520954632-014
• Frenk, J., Chen, L., Bhutta, Z. A., Cohen, J., Crisp, N., Evans, T., ..., & Zurayk, H. (2010). Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. The Lancet, 376(9756), 1923–1958. https://doi.org/10.1016/S0140-6736(10)61854-5
• Koehn, P. H., & Rosenau, J. N. (2010). Transnational competence: Empowering curriculums for horizon-rising challenges. USA: Routledge.
• Andréia Abrahão, S. A., & dos Santos, L. F. C. R. (2023). Living lab: Newton smart campus. In W. M. Purcell & J. Haddock-Fraser (Eds.), The Bloomsbury handbook of sustainability in higher education: An agenda for transformational change (pp. 183–198). Bloomsbury Academic. https://doi.org/10.5040/9781350244375.ch-010
• Lin, J., Fiore, A., Sorensen, E., Gomes, V., Haavik, J., Malik, M., ..., & Grigoryeva, A. (2023). Contemplative, holistic ecojustice pedagogies in higher education: From anthropocentrism to fostering deep love and respect for nature. Teaching in Higher Education, 28(5), 953–968. https://doi.org/10.1080/13562517.2023.2197109
• Whitsed, C., Gregersen-Hermans, J., & Sala, M. C. (2023). Re-imagining internationalisation with an ecological twist. In F. Hunter, R. Ammigan, H. de Wit, J. Gregersen-Hermans, E. Jones, & A. C. Murphy (Eds.), Internationalisation in higher education: Responding to new opportunities and challenges (pp. 61–75). EDUCatt.
• Martens, P. (2024). Planetary health: The need for a paradigm shift. BioScience, 74(3), 128–129. https://doi.org/10.1093/biosci/biad107
• Aggarwal, D. (2023). Green education for a sustainable future. Journal of Environmental Impact and Management Policy, 3(04), 27–30. https://doi.org/10.55529/jeimp.34.27.30
• Purcell, W., & Haddock-Fraser, J. (2023). Higher education as a driver of sustainability beyond the institution: Transformation from inside to outside the academy. In W. M. Purcell & J. Haddock-Fraser (Eds.), The Bloomsbury handbook of sustainability in higher education: An agenda for transformational change (pp. 215–216). Bloomsbury Academic. https://doi.org/10.5040/9781350244375.pt-002
• Koehn, P. H., & Obamba, M. O. (2014). The transnationally partnered university: Insights from research and sustainable development collaborations in Africa. Germany: Springer. https://doi.org/10.1057/9781137481757
• Mule, L., & Kamaara, E. (2024). Mutuality in engaged North–South transnational higher education partnerships: The case of Kenya. Journal of International Development, 36(7), 2826–2843. https://doi.org/10.1002/jid.3938
• Joshi, A. (2023). Role of anchor institutions towards community development. In W. M. Purcell & J. Haddock-Fraser (Eds.), The Bloomsbury handbook of sustainability in higher èducation: An agenda for transformational change (pp. 451–470). Bloomsbury Academic. https://doi.org/10.5040/9781350244375.ch-024
• Hazelkorn, E., Coates, H., de Wit, H., & Delaquil, T. (2024). A new mission for higher education policy reviews. Policy Reviews in Higher Education, 8(2), 117–121. https://doi.org/10.1080/23322969.2024.2419707
• Baker-Shelley, A., van Zeijl-Rozema, A., & Martens, P. (2020). Pathways of organisational transformation for sustainability: A university case-study synthesis presenting competencies for systemic change & rubrics of transformation. International Journal of Sustainable Development & World Ecology, 27(8), 687–708. https://doi.org/10.1080/13504509.2020.1762256
• Haddock-Fraser, J. (2023). Sustainability member associations for universities. In W. M. Purcell & J. Haddock-Fraser (Eds.), The Bloomsbury handbook of sustainability in higher education: An agenda for transformational change (pp. 199–214). Bloomsbury Academic. https://doi.org/10.5040/9781350244375.ch-011
• Medina-Bueno, J. L., Guimón, J., Uyarra, E., & Sánchez Barrioluengo, M. (2024). Universities as catalysts of change in locked-in and vulnerable resource-based regions of the Global South. Regional Studies, 58(11), 1951–1964. https://doi.org/10.1080/00343404.2024.2326172
• Thomas, S. M., & Peng, W.-J. (2009). Enhancing quality and capacity for educational research. In D. Stephens (Ed.), Higher education and international capacity building: Twentyfive years of higher education links (pp. 51–77). Symposium Books.
• Obamba, M. O., Kimbwarata, J., & Riechi, A. R. (2013). Development impacts of international partnerships: A Kenyan case study. In C. Sehoole & J. Knight (Eds.), Internationalisation of African higher education: Towards achieving the MDCs (pp. 151–175). Sense Publishers.
• Knight, J. (2022). Knowledge diplomacy in international relations and higher education. Germany: Springer. https://doi.org/10.1007/978-3-031-14977-1
• Seckler, I. (2021). The “Ecosystem” of education, engagement, and environmental action in higher education. In R. Iyengar & C. T. Kwauk (Eds.), Curriculum and learning for climate action: Toward an SDG 4.7 roadmap for systems change (pp. 246–253). Brill.
• Lakhno, M., & Ortiz-Gervasi, L. (2024). Intermediary organizations and their role in advancing the SDGs in higher education. Policy Reviews in Higher Education, 8(1), 56–84. https://doi.org/10.1080/23322969.2024.2323735
• Crisp, L. N. (2016). One world health: An overview of global health. USA: CRC Press.
• Piot, C. (2016). Doing development in West Africa: A reader by and for undergraduates. USA: Duke University Press.
• Crisp, N. (2010). Turning the world upside down: The search for global health in the 21st century. USA: CRC Press.
• Radford, T., Kateregga, G., Machmud, H., Redhead, C., & Mwanja, I. (2023). Youth and humanitarian action: Open mapping partnerships for disaster response and the SDGs. In P. Solis & M. Zeballos (Eds.), Open mapping towards sustainable development goals: Voices of Youth Mappers on community engaged scholarship (pp. 345–355). Springer Nature. https://doi.org/10.1007/978-3-031-05182-1_31
• McCall, D., & Iltis, A. S. (2014). Health care voluntourism: Addressing ethical concerns of undergraduate student participation in global health volunteer work. HEC Forum, 26, 285–297. https://doi.org/10.1007/s10730-014-9243-7
• Kerry, V. B., Auld, S., & Farmer, P. (2010). An international service corps for health—An unconventional prescription for diplomacy. The New England Journal of Medicine, 363(13), 1199–1201. https://doi.org/10.1056/NEJMp1006501
• Illingworth, P. (2016). Us before me: Ethics and social capital for global well-being. Germany: Springer.
• Melby, M. K., Loh, L. C., Evert, J., Prater, C., Lin, H., & Khan, O. A. (2016). Beyond medical “missions” to impact-driven short-term experiences in global health (STEGHs): Ethical principles to optimize community benefit and learner experience. Academic Medicine, 91(5), 633–638. https://doi.org/10.1097/ACM.0000000000001009
• Garman, A. N., Basapur, S., Hughes, I., Chen, R., Bejster, M., Gomez-Perez, S. L., & Cygan, H. (2023). Planetary health education for future healthcare leaders: A practice-based approach. Journal of Health Administration Education, 39(3), 519–528.
• Renzaho, A. M. (2016). Health, social and economic impact of voluntary migration. In A. M. N. Renzaho (Ed.), Globalisation, migration and health: Challenges and opportunities (pp. 123–203). Imperial College Press. https://doi.org/10.1142/ 9781783268894_0004
• Bates, I., Taegtmeyer, M., Squire, S. B., Ansong, D., Nhlema-Simwaka, B., Baba, A., & Theobald, S. (2011). Indicators of sustainable capacity building for health research: Analysis of four African case studies. Health Research Policy and Systems, 9, 14. https://doi.org/10.1186/1478-4505-9-14
• Singha, S., & Singha, R. (2024). Cross-disciplinary collaborations and partnerships for sustainability education: Including community-based learning, industry partnerships, and international collaborations. In C. L. Goi (Ed.), Teaching and learning for a sustainable future: Innovative strategies and best practices (pp. 17–37). IGI Global Scientific Publishing.
• Uitto, J. I. (2021). Surviving the Anthropocene: How evaluation can contribute to knowledge and better policymaking. Evaluation, 27(4), 436–452. https://doi.org/10.1177/13563890211034539
• Rickmann, J., & Dennis, J. L. (2023). Openness in higher education: A path beyond tribalism and towards global mindsets. E. Jones, & A. C. Murphy (Eds.), Internationalisation in higher education: Responding to new opportunities and challenges (pp. 89–98). EDUCatt.
• Schendel, R., DeLaquil, T., Rensimer, L., & McCowan, T. (2024). ‘Aid’ to higher education in a multiplex world: Exploring the diversity of donor discourses and rationales. International Journal of Educational Development, 111, 103162. https://doi.org/10.1016/j.ijedudev.2024.103162

APA

Koehn, P. H., & Ngai, P. B.-Y. (2025). When Higher Education Engages Glocal Challenges of Sustainable and Equitable Development: A Promising Way Forward. International Journal of Changes in Education, 2(4), 219-229. https://doi.org/10.47852/bonviewIJCE52024799

Vancouver

Koehn PH, Ngai PBY. When Higher Education Engages Glocal Challenges of Sustainable and Equitable Development: A Promising Way Forward. International Journal of Changes in Education. 2025;2(4):219-29. https://doi.org/10.47852/bonviewIJCE52024799

AMA

Koehn PH, Ngai PBY. When Higher Education Engages Glocal Challenges of Sustainable and Equitable Development: A Promising Way Forward. International Journal of Changes in Education. 2025;2(4), 219-229. https://doi.org/10.47852/bonviewIJCE52024799

Chicago

Koehn, Peter H., and Phyllis Bo-yuen Ngai. "When Higher Education Engages Glocal Challenges of Sustainable and Equitable Development: A Promising Way Forward". International Journal of Changes in Education 2025 2 no. 4 (2025): 219-229. https://doi.org/10.47852/bonviewIJCE52024799

Harvard

Koehn, P. H., and Ngai, P. B.-Y. (2025). When Higher Education Engages Glocal Challenges of Sustainable and Equitable Development: A Promising Way Forward. International Journal of Changes in Education, 2(4), pp. 219-229. https://doi.org/10.47852/bonviewIJCE52024799

MLA

Koehn, Peter H. et al. "When Higher Education Engages Glocal Challenges of Sustainable and Equitable Development: A Promising Way Forward". International Journal of Changes in Education, vol. 2, no. 4, 2025, pp. 219-229. https://doi.org/10.47852/bonviewIJCE52024799