Interdisciplinary Social Research in Economics, Environment, Education, and Philosophy

A special issue of Societies (ISSN 2075-4698).

Deadline for manuscript submissions: 30 October 2025 | Viewed by 1056

Special Issue Editors


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Guest Editor
Faculty of Political Science, Philosophy and Communication Sciences, West University of Timisoara, 300223 Timișoara, Romania
Interests: philosophy of social science; 19th century philosophy; 20th century philosophy

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Guest Editor
1. Faculty of Economics, Aurel Vlaicu University of Arad, Arad 310130, Romania
2. Faculty of Educational Sciences, Psychology and Social Work, Aurel Vlaicu University of Arad, Arad 310130, Romania
Interests: applied philosophy; philosophical counseling; philosophy for society; economics; community; social responsibility and environment; personal development; bioethics; education; organizational consultancy; ethical leadership; democracy and society; communication
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Special Issue Information

Dear Colleagues,

We propose a collection of research and scientific works with societal approaches characteristic of an interdisciplinary study, which can be applied to areas with a major impact on human society. This Special Issue will bring together original research papers, literature reviews, and scientific approaches and interpretations derived from the research of the proposed fields of economy, environment, education, or philosophy, which can be considered to be part of contemporary emergent societal research. The Issue aims to gather a cutting-edge interdisciplinary array of approaches that analyze the complex interactions of political cultures, formal political institutions, markets, educational philosophies and policies, social sciences, environmental challenges, and informal social arrangements as responses (adequate or inadequate) to the multiple challenges of the present and foreseeable future, and pro-active steps towards their resolution. With a strong focus on the environmental crisis, we acknowledge the essential role of society in finding and refining environmental values. As a young environmental philosopher, F. Pruna, argues, human agency means irreversible environmental transformation and environmental knowledge coincides with social knowledge and vice-versa. Contributors are invited to argue that the way environmental knowledge—in general—is currently produced, disseminated, valued, and used by our society is one of the principal obstacles ‘we’ face in achieving a more inclusive, concerned and aware, environmentally-responsive, and responsible society.

Contributions must follow one of the three categories of papers for the journal (article, conceptual paper, or review) and address the topic of the Special Issue.

Prof. Dr. Florin Lobont
Dr. Vasile Hațegan
Guest Editors

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Keywords

  • educational sciences and philosophy
  • environmental challenges sustainability (policies, society, markets)
  • environmental ethics and philosophy
  • political cultures
  • sustainable markets
  • social sciences
  • top-down bottom-up social responsibility

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Published Papers (1 paper)

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Research

15 pages, 1089 KiB  
Article
Comparative Analysis of Stakeholder Integration in Education Policy Making: Case Studies of Singapore and Finland
by Ghalia Al-Thani
Societies 2024, 14(7), 104; https://doi.org/10.3390/soc14070104 - 28 Jun 2024
Viewed by 612
Abstract
This paper analyzes stakeholder engagement in educational policymaking in Singapore and Finland, two countries renowned for successful education systems. While both countries achieve high academic standards, they employ distinct approaches to engage stakeholders in shaping educational policies. Singapore adopts a centralized model where [...] Read more.
This paper analyzes stakeholder engagement in educational policymaking in Singapore and Finland, two countries renowned for successful education systems. While both countries achieve high academic standards, they employ distinct approaches to engage stakeholders in shaping educational policies. Singapore adopts a centralized model where policymaking is primarily directed by the Ministry of Education (MOE), with limited participation from external stakeholders. In contrast, Finland adopts a decentralized approach, empowering local authorities and schools with significant autonomy and actively involving stakeholders in policymaking. Key stakeholders, including teachers, parents, students and the private sector, play different roles in each country’s education governance. In Singapore, stakeholders are consulted through formal channels but have limited influence on decision-making, whereas, in Finland, stakeholders actively steer fundamental policy directions through extensive participation and consensus-building. The paper highlights the strengths and weaknesses of each approach and their impacts on education outcomes. Despite differences in governance models, both countries prioritize inclusive education, social cohesion, and holistic development. The analysis underscores the importance of meaningful stakeholder engagement in crafting effective education policies that align with national values and visions. Full article
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