Yoshichika Mochizuki
Biographic Data
| ID | 224571 |
|---|---|
| NAME | Yoshichika Mochizuki |
| GIVEN NAMES | Yoshichika |
| FAMILY NAME | Mochizuki |
| SIGNATURE | MOCHIZUKI Y |
| AFFILIATIONS | Université Paris Cité |
| ORCID | 0000-0001-7109-4276 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 60 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Can the subaltern decolonize? The limits and possibilities of decolonial global citizenship education in India
The ethics of AI or techno-solutionism? Unesco’s policy guidance on AI in education
International audience
Still ‘the conscience of humanity’? Unesco’s vision of education for peace, sustainable development and global citizenship
Unesco, the geopolitics of AI, and China’s engagement with the futures of education
UNESCO's relatively high prestige across East Asia has spurred intensifying efforts by governments to use its imprimatur to legitimate official narratives of the past and visions of the future. This article focuses on China's use of UNESCO as an arena for competitive national 'branding' in the education field, especially relating to STEM and AI. We analyse the Chinese state's engagement with UNESCO's education work in the context of shifts in bud…
Provenance of granitic gravestones in graveyard of feudal lords evaluated by multiple non-destructive rock analyses
Designing indicators and assessment tools for SDG Target 4.7
Target 4.7 of the Sustainable Development Goals (SDGs) calls on states to ensure, by 2030, that “all learners acquire the knowledge and skills needed to promote sustainable development”. This paper argues that the wording of this target holds three inherent problems, which, together with a commitment to using existing datasets to measure progress towards the SDGs, are resulting in indicators and assessment tools that are not fit for purpose. In r…
Huxleyan utopia or Huxleyan dystopia? "Scientific humanism", Faure's legacy and the ascendancy of neuroliberalism in education
Key competencies in sustainability in higher education—toward an agreed-upon reference framework
Critical case-studies of non-formal and community learning for sustainable development
Climate Change Education in the Context of Education for Sustainable Development
Although the role of education in addressing the challenges of climate change is increasingly recognized, the education sector remains underutilized as a strategic resource to mitigate and adapt to climate change. Education stakeholders in many countries have yet to develop a coherent framework for climate change education (CCE). This article underscores the critical role that education can and should play in addressing and responding to climate …
Higher education for today and tomorrow
Educating for sustainable production and consumption and sustainable livelihoods
Key competencies in sustainability in higher education—toward an agreed-upon reference framework
Huxleyan utopia or Huxleyan dystopia? "Scientific humanism", Faure's legacy and the ascendancy of neuroliberalism in education
Critical case-studies of non-formal and community learning for sustainable development
Higher education for today and tomorrow
Unesco, the geopolitics of AI, and China’s engagement with the futures of education
UNESCO's relatively high prestige across East Asia has spurred intensifying efforts by governments to use its imprimatur to legitimate official narratives of the past and visions of the future. This article focuses on China's use of UNESCO as an arena for competitive national 'branding' in the education field, especially relating to STEM and AI. We analyse the Chinese state's engagement with UNESCO's education work in the context of shifts in bud…
Still ‘the conscience of humanity’? Unesco’s vision of education for peace, sustainable development and global citizenship
Designing indicators and assessment tools for SDG Target 4.7
Target 4.7 of the Sustainable Development Goals (SDGs) calls on states to ensure, by 2030, that “all learners acquire the knowledge and skills needed to promote sustainable development”. This paper argues that the wording of this target holds three inherent problems, which, together with a commitment to using existing datasets to measure progress towards the SDGs, are resulting in indicators and assessment tools that are not fit for purpose. In r…
Educating for sustainable production and consumption and sustainable livelihoods
The ethics of AI or techno-solutionism? Unesco’s policy guidance on AI in education
International audience
Provenance of granitic gravestones in graveyard of feudal lords evaluated by multiple non-destructive rock analyses
Higher education for today and tomorrow
Educating for sustainable production and consumption and sustainable livelihoods
Climate Change Education in the Context of Education for Sustainable Development
Although the role of education in addressing the challenges of climate change is increasingly recognized, the education sector remains underutilized as a strategic resource to mitigate and adapt to climate change. Education stakeholders in many countries have yet to develop a coherent framework for climate change education (CCE). This article underscores the critical role that education can and should play in addressing and responding to climate …
Critical case-studies of non-formal and community learning for sustainable development
Key competencies in sustainability in higher education—toward an agreed-upon reference framework
Provenance of granitic gravestones in graveyard of feudal lords evaluated by multiple non-destructive rock analyses
Designing indicators and assessment tools for SDG Target 4.7
Target 4.7 of the Sustainable Development Goals (SDGs) calls on states to ensure, by 2030, that “all learners acquire the knowledge and skills needed to promote sustainable development”. This paper argues that the wording of this target holds three inherent problems, which, together with a commitment to using existing datasets to measure progress towards the SDGs, are resulting in indicators and assessment tools that are not fit for purpose. In r…
Huxleyan utopia or Huxleyan dystopia? "Scientific humanism", Faure's legacy and the ascendancy of neuroliberalism in education
Still ‘the conscience of humanity’? Unesco’s vision of education for peace, sustainable development and global citizenship
Unesco, the geopolitics of AI, and China’s engagement with the futures of education
UNESCO's relatively high prestige across East Asia has spurred intensifying efforts by governments to use its imprimatur to legitimate official narratives of the past and visions of the future. This article focuses on China's use of UNESCO as an arena for competitive national 'branding' in the education field, especially relating to STEM and AI. We analyse the Chinese state's engagement with UNESCO's education work in the context of shifts in bud…
Can the subaltern decolonize? The limits and possibilities of decolonial global citizenship education in India
The ethics of AI or techno-solutionism? Unesco’s policy guidance on AI in education
International audience
Political science (12 works) · Sociology (9 works) · Sustainable development (8 works) · Economics (5 works) · Engineering (5 works) · Law (5 works) · Sustainability in Higher Education (5 works) · Economic growth (4 works) · Engineering ethics (4 works) · Environmental Education and Sustainability (4 works)