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As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

Immigrant minority (IM) languages have a significant presence in certain European regions. Nonetheless, these languages are not usually included in the school curriculum. This paper aims to analyse the studies published between 2010 and 2020 considering IM languages in multilingual European education contexts. The method included a search of academic papers published in the databases ERIC, Web of Science and Scopus, which yielded 42 studies. The studies were analysed by considering: (1) the demographic characteristics of the countries where the studies were conducted, (2) the sociolinguistic or psycholinguistic focus of the papers in relation to the European country, and (3) the characteristics of the bi-multilingual education programme including IM languages. The results indicate that: (1) the demographic characteristics of the country are not strictly related to the number of studies published, (2) most studies have a sociolinguistic approach even though many studies analyse both sociolinguistic and psycholinguistic factors, and (3) only seven multilingual education programmes including IM languages were described in these papers. We conclude that there is a lack of research focusing on IM languages in educational settings and discuss how addressing these gaps could create opportunities for building equitable multilingual communities in Europe.

Purpose: This paper aims to understand the development track of skills mismatch research and discover the hidden internal connections between literature. Design/methodology/approach: The authors gathered data through scientometric quantitative analysis using CiteSpace. Specifically, this article applied basic analysis, journal cocitation analysis (JCA), author cocitation analysis (ACA) and document cocitation analysis (DCA), cluster analysis, citation burstness detection, scientific research cooperation analysis and coconcurrence analysis of keywords of 3,125 documents from Web of Science core collections for the period 2000-2020. Findings: Through the document cocitation analysis and the keywords' co-occurrence, this article identifies influential scholars, documents, research institutions, journals and research hotspots in research on the skills mismatch phenomenon. The results showed that the publications had ballooned, and the phenomenon has become an interdisciplinary research subject. The USA and Finland remain the main contributors, which is attributed to their high-yield institutions such as the University of Helsinki, the University of Witwatersrand, the University of Washington and so on. While the African continent lacks research on skills mismatch even with the continent's effort to overcome such a crucial issue. The paper presents an in-depth analysis of skills and educational mismatch issues to better understand the evolutionary trajectory of the collective knowledge over the past 20 years and highlight the areas of active pursuit. Research limitations/implications: The authors only used Web of Science core collection to collect data; however, they can added Scopus indexed database as well to extend the research trends and explore more new research hot topics to solve the skills mismatch phenomenon. Originality/value: The scientometric analysis is of great significance for identifying the potential relationship between the literature and investigating the knowledge evolution of skills mismatch research. Organisation for Economic Co-operation and Development, the International Labor Organization and the World Health Organization are the giants who are mostly concerned of the mismatch skills phenomenon. Researchers can refer to this study to understand the status quo, gaps and research trends to deal with the skills mismatch issue.

The aim of this study is to describe, in a historical and philosophical context, the foundations and developmental lines of a tradition defined as curriculum science or "didactic" in Continental Europe, particularly in Germany and Scandinavia. The principal aim here is introducing a theoretical approach based on a different philosophy, in addition to the techno-scientific Anglo-American theoretical approach. Didactic tradition has been of particular interest for curriculum researchers especially in the past two decades. With such an interactive focus, this paper is divided into four sections. Because this paper traces historical and philosophical pathways of inquiry, its research method is purely qualitative, based on document analysis. The findings of this analytical study are expected to contribute to the wider recognition of a philosophical-pedagogical tradition, which has not hitherto been paid much attention in Turkey.

The growing numbers of mobile students over the years made the provision of student services a key topic of interest for higher education institutions. In order to offer a better experience for international students, it is important to be aware of and assess their needs in relation to different sets of support services. The data used in this paper were gathered through the ESNsurvey 2016 project, a research venture focused on the experiences of participants in short-term student mobility in Europe. Responses were collected from 12,365 international students, who have participated in a short-term (3-12 months) study period abroad mostly through Europe's most promoted mobility program called ERASMUS+. For the purpose of this paper, the focus was only on the aspect of host university support services. The comments of 2,012 students about their experiences were analyzed using a probabilistic methodology known as Latent Dirichlet Allocation (LDA). The findings reveal that some international students' concerns are not fully addressed by higher education institutions. The main problem areas identified with respect to host support services were admission, living costs, including accommodation and money concerns, and IT and bank issues. It is strongly recommended that universities address the problematic areas through student support services by assessing international students' opinions and needs.

This paper discusses the representation of resource exploitation and consumption in German geography textbooks. The aim of the paper is to contribute to a critical and reflective understanding of the representation of resource-related issues in textbooks by analyzing two scientific debates (resource curse and actor analysis). The paper shows that all studied geography textbooks contribute to a certain degree to awareness raising in Education for Sustainable Development (ESD), but references to the everyday life of students are rare. There are only few action-orientated tasks in the frame of resource exploitation and consumption in the studied textbooks. As real-world examples help develop students' critical thinking skills and shape their ideas of sustainable development, these aspects reflect a pedagogical shortcoming.

While internationalization is among the top strategic priorities of universities and colleges globally, research into the expanse of internationalization in the kinesiology discipline is not well researched. Given this gap, critical consideration of the state and status of the phenomenon is needed. Knowing more about what is being done in the name of internationalization within kinesiology and reflecting on how those actions and outcomes are aligned, or not, with key theoretical guidance is necessary in order to plan for improvement accordingly. For these reasons, this paper first provides a primer on internationalization in higher education, including how the phenomenon has come to be defined as well as key contemporary critiques associated with it. In particular, we highlight Beck's (2012) theoretical concept of 'eduscape' to critically consider the influences of globalization on internationalization within higher education kinesiology as well as Khoo, Taylor, and Andreotti's (2016) principles of intelligibility, dissent, and solidarity to consider the ways kinesiology scholars engage critically with internationalization processes. Presented next is a review of the kinesiology literature that is explicitly focused on internationalization. Then, the results of a pilot survey into the views of National Association for Kinesiology in Higher Education (NAKHE) members and other Western kinesiology scholars on internationalization is reported next. The paper concludes with recommendations as to how NAKHE and the broader community of Western kinesiology scholars might best navigate internationalization moving forward. We recommend the complexity-informed and principle-driven approach of inclusive leadership as a means of pursuing cognitive justice in the 21st century.

The competition of civilizations forced the European universities to adapt to the competition with the Chinese and American universities. European integration cannot advance without the collaboration between European universities. An answer to these challenges is the CIVICA project, the European University of Social Sciences, a consortium of the following universities: Bocconi University (Italy), Central European University (Hungary), European University Institute (European Intergovernmental Organization), Hertie School of Governance (Germany), The National University of Political Studies and Public Administration (Romania), Sciences Po (France) and the School of Economics in Stockholm (Sweden). This experiment aims to become one of the European pilot universities, in the first round of applications for Erasmus+ in February 2019. The experiment takes into consideration the most important resource of a country: the human resource. The network of universities that are part of the CIVICA consortium will group approximately 38,000 students, 7,000 teachers and 3,000 people from the administrative apparatus. The London School of Economics is part of the CIVICA consortium, as an associate partner. At the Bucharest conference, the public presentation of the consortium and its objectives, the rectors of the seven universities set out to educate the future generations of professionals in social sciences, in order to solve the most pressing problems of the world. Creating a European identity is essentially the long-term, fundamental objective of the CIVICA consortium. In the context of this conference, we interviewed a few representatives of CIVICA, and their answers will be analyzed in this paper's section dedicated to the results of the research.

With schools and universities closing across Europe, the COVID-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we explore the COVID-19 lockdowns of physical education across the European region, and the different processes of emergency digitalization that followed in their wake. Spanning perspectives from Italy, Germany, Belgium, and the Nordic countries, the article's five cases provide a glimpse of how these processes have at the same time accelerated and consolidated the involvement of various commercial and non-commercial actors in public education infrastructures. By gathering documentation, registering dynamics, and making intimations of the crisis as it unfolded, the aim of the joint paper is to provide an opportunity for considering the implications of these accelerations and consolidations for the heterogeneous futures of European education.

In this paper, we examine the conceptual understanding and experiences that students in German secondary schools have of boundaries. For our research we conducted qualitative interviews and surveys (interviews n=20; surveys n=21) with children (aged 14-17) born both in Germany and with refugee backgrounds. We asked for the children's conceptual understanding of the emergence and function of boundaries and their personal encounters with them. We studied the results of these interviews using qualitative content analysis to learn more about the conceptual understanding and experiences of students. Our findings on the emergence of borders show that students have limited understanding of boundaries and differing spatial concepts that exist for them. We also observed interesting distinctions between personal experiences of borders. The results may provide a base for further research and development in terms of conceptual-change-based methods for geography education on the topics of territories, borders and boundaries.

Teachers trained in one country are often not allowed to serve as teachers in another country because their teacher's license is not recognised as equivalent. The barriers these teachers have to overcome in order to work in their profession again are high and often require further (full) teacher training at the university. The paper provides insights into the conditions for teachers who participate in (re-)qualification programmes in Germany and Europe. By linking the theoretical concepts of a biographical approach to teacher professionalisation and transnationalisation in education, the results of an interview study with teachers who have participated in a programme for refugee teachers at a university in Germany are presented. The Grounded Theory analysis reconstructs the strategies of internationally educated teachers managing to keep up their hope to be able to work as teachers again and thus counter the formal de-professionalisation they are facing.

To what extent are differently 'Europeanising' school forms programmatically geared towards building transnational solidarities, as their ethoses might suggest? This study draws on an analysis of discursive constructions of solidarity in the curricula for social studies and humanities at secondary level of two forms of schooling promoting a European ethos: the supranationally organised "Schola Europaea" and state-organised schools with a European profile in Germany (Europaschulen). I argue that solidarity is anchored in universalising ideals of humanitarianism, intercultural harmony, and political participation centred around the individual and her skills rather than a sense of a 'thick' pan-European community. The 'transnational' scale of solidarity manifests as interpersonal relationships beyond national affiliations, based on affective, religious, and ethical commitments to vulnerable others or on rational political action to ensure human and civil rights. Meanings and scales of solidarity are decoupled from the Europeanising ethos of the schools and from the different organisational logics in which they are embedded; instead, they reflect the disciplinary logics of the school subjects and curricular contexts where they are most often mobilised: religion, ethics, and politics. The paper ends with a discussion of these findings within broader debates on transnational solidarities and Europeanisation in education.

In our paper, we aim to give an overview about the emergence and evolvement of the history of education in Hungary. Nevertheless, we intend to surpass the traditional approach of giving a schematic description of these processes as we would like to depict the interconnectedness of the Hungarian history of education with the European research tendencies and the thematic variety of the Hungarian research activities. We used literature analysis, historical source analysis and descriptive statistical analysis as primary methods. Within Hungary, we pay special attention to the University of Budapest but we also reflect special peculiarities regarding the other full universities in the country. The Hungarian history of education followed the pathway of the German-speaking countries regarding the approach and the function until 1948. History of education had a self-legitimising role in the emerging national education system and modernised university environment; however, this characteristic feature did not exclude the incorporation of international research approaches. This function was slightly altered in the interwar period since leading researchers of the subfield contributed to maintaining the ideological coherence of the political structure. During the socialist period, researchers were expected to follow the directives of their Soviet colleagues; however, in the 1970s the homogeneity in themes and research approaches began loosening. As the result of the political regime change in 1989/1990, Hungarian research was given an opportunity to be integrated into the European exchange of ideas and implement research approaches prevalent in Western countries.

Within the process of harmonizing and strengthening Europe as a competitive knowledge economy education is presented as a basic pillar of economic growth in a multitude of European policy papers. But how do individuals respond to incentives coming from European education politics? (How) are they appropriating given targets and how do they engage in making sense of them -- or not? This paper addresses the difference between the programme and the experience of European education politics. Based on a selected case study of experiences with European Social Fund project work, the model of an 'education entrepreneur', situated in the context of the German education system, will serve to reconstruct what happens with the European policy programme when it meets concrete lived experiences and will provide an insight into the gap between programme and practice of European education politics.

The increasing number of migrants and refugees arriving in Europe places new demands on European education systems. In this context, the role that free digital learning (FDL) could play in fostering inclusion has attracted renewed interest. While the existing literature highlights some general design principles for developing FDL for migrants and refugees, there is little information on the use of FDL at specific education levels, or for specific learning purposes. This paper presents the results of a qualitative study that was carried out as part of the Moocs4Inclusion project of the Joint Research Centre (JRC) between July and December 2016. The study, which has a European focus, disaggregates the analysis of FDL initiatives by what were identified as its three most common purposes: (a) language learning, (b) civic integration and employment, and (c) higher education. For each of these topics, the study sheds light on the approaches used by a wide sample of initiatives, users' levels of awareness of what is available and take up, and migrants' and refugees' perceptions of the current offer. In order to collect the information needed to cover different approaches and perspectives, semi-structured interviews with 24 representatives of 10 FDL initiatives and four focus groups with 39 migrants and refugees were carried out. The results show that there are indeed overlaps between the purposes of FDL initiatives and their design principles. Specific recommendations on how to better design FDL initiatives for migrants and refugees, taking into account their specific purposes, have also been identified.

This paper analyzed elementary teacher education (hereafter 'TED') programs in the top performing European (TIMSS) countries to help inform future elementary TED policy in the Kingdom of Saudi Arabia. Methodological emphasis revolved around how much emphasis should be placed on general content knowledge (GCK), as opposed to general pedagogical knowledge (GPK), as opposed to methodological pedagogical knowledge (MPK). This study explored these questions while analyzing the elementary TED programs of Germany, Finland, and the U.K. relying mainly on peer-reviewed literature on these topics published between 2000 and 2016 in the English language. Three theoretical frames of reference, aside from TIMSS, were also analyzed during this process: whether the programs were consecutive or concurrent, the model of partnership followed between universities and institutions where field experiences took place, and the overall status and role of teachers in the society as categorized by career-based or position-based. It was found that the top performing European TIMSS countries usually: have consecutive and concurrent options; attract the top academic achievers into their programs; have strict filters for admission; provide very intensive TED experiences to their students focusing on practical and diverse field experiences; enforce students to major in at least one academic subject and place more emphasis on academic subject expertise than pedagogy; have challenging criteria (including exams and portfolios) for graduation from the program; have national accreditation institutes for unifying standards; their sponsor countries enforce various types of induction and professional development once in the field; and lastly these countries offer salaries competitive with other professions that require the same amount of years and training since they are usually career-based positions.

This paper reports on an investigation examining provision of physical education continuing professional development (CPD) in European countries undertaken to identify the types of practices being employed. We begin by providing a brief overview of what we currently know about CPD internationally in general education and physical education. Data are reported to reflect Parker and Patton's (2017) key characteristics of CPD that highlight effective CPD, summarise current trends and issues in physical education, and are intended to serve as a guide to how teachers learn and how they might be better served in that learning in these European countries. Studying current practices in CPD provision identified in this study provided modest insight to inform teacher education programmes and CPD providers on the current status of physical education CPD currently being employed in Europe. We propose these findings might inform international and comparative education with respect to CPD and set the foundation for physical education colleagues in Europe to develop a CPD network where endeavours such as sharing of CPD practices, engaging in discussion of those practices, and the design of collaborative research on such CPD practices are based.

This article argues that crucial elements of the three most important theoretical models of twentieth-century education can be traced back to three Protestant denominations that were developed in Europe in the sixteenth and seventeenth centuries. First, rather than to look in depth at the Protestant Reformers' own educational ideas, the paper examines their perceptions of how the social or political order should be governed as appropriate for salvation. It then shows how educational models became possible in the context of the three Protestant denominations as they morphed across time and space: German Lutheranism and how it eventually gave rise to the theory of "Bildung," which goes hand in hand with the dual world view of Lutheranism; the political theology of Zwinglianism and how it was developed into the Congregational religious order in England and led to the ideal of the virtuous and cooperative citizen in American pragmatism; and Geneva Calvinism and how it was transformed into Presbyterianism in Scotland, its principles of governance, and how it contributed to a certain idea of school organisation that is to be regulated by test psychology and experts.

Purpose: The study of the problems hindering improvement of the system of training through standardization of qualification requirements is relevant because, in a globalized system of teaching staff and high rates of migration, not only national but also international requirements for employees should be considered. This increases the competitiveness of university and college graduates in different countries. The purpose of this paper is to develop recommendations for the creation of a system of lifelong learning through the application of professional standards. Design/methodology/approach: The leading method in the study of this problem is the comparative analysis of the experiences of different countries to improve the training system based on the use of qualification frameworks. Findings: The paper offers science-based measures of integration and the international experience of lifelong learning, through the application of standards of World Skills International, as well as the requirements of professional standards. Originality/value: The authors formulate the conceptual directions for the application of professional standards in not only the continuous training and qualification of personnel, which allows identifying "gaps" in the competences, but also building individual educational trajectory. Article submissions are of practical value to the organization, personnel training as well as scientists engaged in the study of international best practice using standardization requirements for the qualification of personnel in education.

Purpose: The purpose of this paper is to review the use of "competence" as a concept and through the use of occupational competence standards in six European countries. Design/methodology/approach: Partners in an Erasmus+ project in each of the six countries prepared a review of the use of "competence" in their countries using a common template. The authors of this paper reviewed additional literature, summarised the individual country reviews and provided an analysis and commentary. Findings: "Competence" is becoming a widely used concept across Europe, but its interpretation and application both vary. Between them, the countries in the study illustrate the use of separate occupational standards, both as a national strategy and developed by self-governing professions; as well as competence embedded directly in qualification and training specifications. The use of separate standards as a mandatory component in national vocational education and training systems is questioned, while the use of appropriate standards for licensing and qualified status is largely endorsed. Research limitations/implications: The country reviews were conducted principally from the perspective of informing the developments taking place in the project, so were not comprehensive and also differed in emphasis between countries. Practical implications: The study points to the need to avoid promoting any particular model of occupational competence at a European level, as opposed to seeking common ground that will aid mutual recognition of qualifications. It also cautions against the uncritical transfer of models and policies from one national system to another. Originality/value: The paper provides additional evidence against "policy borrowing" without careful consideration of context, and contrasts the use of competence standards as part of a system-wide strategy with their tailored application for specific purposes.

The 11th International Conference of the International Association for Citizenship, Social and Economics Education IACSEE, took place the 2nd-4th of July 2015 at Georg-August-Universitaet Goettingen, Germany. The conference addressed the role and potential of citizenship, social and economic education, both theoretically and empirically in the challenging times that citizens are currently witnessing. The debate questions which roles really can and should be adopted by citizenship. Social and economics education was the leading question of this international three-day conference. This article presents the keynote address delivered by Thomas Krüger, President of the German Federal Agency for Civic Education (Bonn). Kruger warns the conference attendees that citizenship education is in danger of becoming an "empty and artificial process." He discusses a need to embrace controversy more vigorously in European citizenship education as he shares five points which he considers relevant to the on going debate: (1) The mission of the Federal Agency for Civic Education; (2) Reflections on citizenship education in times of global change; (3) How citizenship education can be our response to democracy fatigue; (4) The thinking behind the initiative "Networking European Citizenship Education" (NECE); and (5) Some concluding thoughts on the future of citizenship education.

The purpose of this paper is to carry out an empirical examination of the supply-side factors influencing dropout rates in MBA programs. We analyze the extent to which the resources and characteristics of the program (content, teaching methodology, course load, class size, partnerships, reputation) influence these rates. A GLM analysis was conducted on data obtained from a final sample of 94 executive MBA programs in Western Europe. The results indicate that several supply side factors significantly affect dropout: intensity of case study learning, number of credits per month, class size, and proportion of lessons given at partner institutions. Several implications for the design and management of higher education programs have been drawn from this research.

Scholarly studies of international student mobility programs have increased during the last two decades, particularly following the Bologna Declaration. Nevertheless, a systematic review of international student mobility programs and the outcomes and benefits derived from participation in such programs has not been undertaken. This paper provides a comprehensive review of studies examining the various outcomes of student participation in short-term international mobility programs and identifies under-researched areas such as employment and career outcomes. A future research agenda based on the review is outlined, along with recommendations for improving research designs in order to increase our understanding of the short- and long-term outcomes of international student mobility programs.

Content and Language Integrated Learning (CLIL) initiatives in schools have become widespread across Europe and beyond in the last decade or so. Drivers for this include the role of English as the language of international economic activity, media and culture, belief in the value of early start and meaning-focussed instruction in foreign language learning, and a policy position which promotes a multilingual Europe. In many contexts, CLIL initiatives are local: teachers and educational leaders with assistance from teacher educators and experts in universities establish programmes, which are then shaped by available resources, human and material. While the commitment, enthusiasm and energy for CLIL at classroom and school levels are essential requirements for educational innovation, they may not, in the longer term be enough for sustainability and ongoing development. This paper examines the implementation of CLIL as an innovation and identifies some issues where wider policy support and coordination may be useful. It draws on the findings of an evaluation study of a CLIL project implemented in four countries, and identifies issues and ways forward for an effective strategy for CLIL in terms of foreign language learning, subject learning, and positive learning experiences for every child.

The 1980s and 1990s have been decades of quite good economic growth in North America and much of Western Europe. But how have the fruits of growth been shared? This paper reviews changing income distributions in the U.S., Germany and the Netherlands. These three countries may be taken as exemplars and leading economic performers in "the three worlds of welfare capitalism" (Esping-Andersen, 1990). The U.S. is a liberal welfare-capitalist state, Germany a corporatist state, and the Netherlands (less clearly) a social democratic welfare-capitalist state. The paper focuses particularly on income changes in the bottom, middle and top quintiles and takes a ten year period into account. Previous analyses have shown that labor and market income dispersion are increasing, with increased returns to human capital. The potential impact of government through the tax-transfer system has been largely ignored. All three governments redistribute income from the rich to the poor. However, the paper shows that only the Dutch government has redistributed sufficiently to ensure that the bottom quintile has gained along with others. In Germany and the U.S. the poorest quintile was considerably worse off in absolute terms at the end of the decade.than the beginning. The German government somewhat counteracted the trend towards greater income dispersion by redistributing to the poorest quintile, so the loss of market income was partly compensated. In the U.S. the impact of government on the poorest quintile stayed about the same, so this group ended up with about the same decrease in disposable income as market income. The U.S., Germany and the Netherlands are the only three countries for which ten or more consecutive years of panel data are available. The data come from the PSID-GSOEP Equivalent File 1980-97 and from a comparable file constructed from the Dutch SEP data.

This paper analyses an extensive corpus of texts from the German media and existing studies of German perspectives on Poland, Russia, the Czech Republic and Slovenia in order to demonstrate that there are two idealised culture cognitive models (ICCMs) that function as overarching categories for Europe: the ICCM west (the members of the European Union (EU) until 2004) and the ICCM east (the central and east European countries) as opposing constructions. These ICCMs are seen as hyperonymic categories to the construction of frames on a lower level. Frames are multielement cognitive models through which a society or nation views and structures its image of itself and that of other societies, countries or nations. The function of the frame is to present a simplified, often manipulative schema of a complex social, political and cultural reality. Frames are structures that include a variety of linguistic devices: metaphors that conceptualise, and nouns, verbs and adjectives that describe and evaluate. This paper focuses specifically on three frames (rationality/irrationality; power/weakness; civilisation/barbarism), which have been central to the German media representation of the new EU member states.

The main focus of early foreign language learning in Europe is on the development of oral skills. In the classroom, speaking is usually reproductive and imitative and activities aim at the production of closely supported accurate output. Opportunities for young learners to experiment with the language and to use it productively outside of fixed dialogues are often rare. However, developing fluency and basic speaking competencies requires more than just producing memorized chunks of language. In order to progress in their acquisition of the target language and to become truly communicatively competent, learners also need to be able to use language spontaneously and creatively. This paper proposes an approach to creative speaking activities. It discusses communicative tasks and improvisation activities in relation to their potential to initiate language use that transcends formulae and reproduction. Finally, it develops a model of creative speaking that illustrates how young learners can be supported in gradually developing the skills for a more independent language use.

Based on small case-study illustrations from a variety of European countries, this study aims to explore methodological aspects of the study of curriculum history by expanding its traditional research scope. In so doing, it is argued that sociolinguistic issues are essential to this discussion. The main argument is that sociolinguistics and curriculum history are more closely intertwined than has been proposed by previous academic literature. Under the examination are often two sides of the same coin which are viewed from different, albeit closely related, research angles. In effect, the curriculum's contextualisation is also structured and modified by sociolinguistic considerations. In the conclusion, it is maintained that citizenship education--understood here as the historical manifestation of the dominant cultural expectations towards the citizens as the bearers of a particular nation state during a specific timeframe--should be better informed by sociolinguistic literature, and by that, also placed against those language controversies that surround the curriculum. On this basis, by adding value to the study of the curriculum as part of educational history--and by blurring unnecessary academic boundaries--this paper provides interdisciplinary insights into the study of curriculum history vis-à-vis sociolinguistics, which have so far remained too separated.

Although social change is diverse and ubiquitous, there is to date little research on the impact of social change on individual development, nor on the variables that may mediate and moderate this impact. This lack is, in part, based on insufficient consideration of psychological theories that may be applied to social change, but particularly on the lack of specific theories on psychological consequences of social change. In addition, methodological problems in measuring the complexity of social change have limited research on the consequences of social change on human development. With a focus on the effects of the breakdown of the communist system in Eastern Germany and Eastern Europe on individual development, the present paper analyses how prominent psychological theories can be applied to research on human development in times of social change, namely, Bronfenbrenner's ecological paradigm, the transactional stress theory, and recent developments of lifespan theories of control and coping. A behavioural model is introduced that analyses developmental consequences of individual's coping with social change. Finally, we discuss methodological implications for studying social change and set out future research needs. (Contains 1 figure.)