Call for Papers: Horizons of Education Vol. 25, No. 73 (2026) Theme: Pedagogical and Educational Consequences of the Anthropocene

The concept of the Anthropocene, introduced in the early 21st century by Paul Crutzen and Eugene Stoermer, has become firmly embedded in the transdisciplinary lexicon of the earth sciences, social sciences, humanities, and arts. It signifies the profound and irreversible impact of human activity in reconfiguring the biosphere and geological time.

Today’s climate change, ecological disasters, biodiversity loss, the so-called sixth mass extinction, and global capitalism—as well as the increasingly discussed phenomenon of polycrisis—prompt reflection on the far-reaching consequences of anthropocentric worldviews. How much attention has this diagnosis received in contemporary educational theory and practice? What challenges does the climate crisis pose for education, and what should the education of the future look like in light of these global shifts?

We invite submissions that critically explore these and related questions. Suggested areas of inquiry include, but are not limited to:

• In what ways is contemporary pedagogy re-evaluating its paradigmatic, theoretical, and methodological foundations in response to the (post)-Anthropocene?
• Is post-anthropocentric pedagogy merely an avant-garde exercise in educational imagination, or can it serve as a practical project for transforming educational theory and practice in the age of climate crisis?
• How might existing pedagogical subdisciplines be adapted—or new ones designed—to address the complex realities of polycrisis in the Anthropocene?
• What are the main challenges faced by contemporary pro-environmental education? What kind of ethics do pedagogy and education need today?
• Which theories, concepts, themes, projects, or impulses emerging from the discourse of the Anthropocene are already being embodied in educational practices—and which are not, and why?
• How are formal and non-formal education systems responding to climate change, Anthropocene stagnation, and polycrisis?
• How can schools more effectively incorporate climate responsibility into curricula and classroom practices?
• To what extent does green education instill environmental and social responsibility, and does it have the potential to bring about real change in attitudes and behaviors toward ecological sustainability?

Issue Editors: Monika Humeniuk, Agnieszka Kaczor
Expected publication date: March 2026
Submission deadline: November 30, 2025
Submit via: https://horyzontywychowania.ignatianum.edu.pl/HW