Vol. 22 No. 4 (2023)

Editors of this Issue

Maria Fernandes-Jesus, University of Surrey, UK

Andrea Szukala, Augsburg University, Germany

Isabel Menezes, University of Porto, Portugal

The collection of papers in this issue presents studies that address citizenship, environmental activism, and science, the significance of social and contextual factors, and the potential of education for promoting cognitive complexity and political and environmental agency. Other articles cover critical thinking and conspiracy myths in the coronavirus context, discuss assessments that allow students to demonstrate their understanding in a meaningful task while providing argumentative explanations with relevance to disciplinary and policy contexts, and analyse the influence of teachers' perception of learners' cultural capital and its consequences for teaching.