This article makes the case for why higher education institutions should take the teaching of peacebuilding seriously. It is co-authored by a team from four countries (Bosnia and Herzegovina, Rwanda, Colombia and the United Kingdom) who were involved in a small international research project looking at “Pedagogies for Peacebuilding”. Together they are trying to answer questions about the legitimacy of bringing these discussions into higher education and lecturer/student relationships. The authors discuss the spaces in which peacebuilding can be usefully considered within higher education curricula; the significance of higher education in helping young people develop habits of peace; and how the citizens and leaders of the future might be helped to understand the meaning and importance of peacebuilding. In the course of their argument, the authors consider the intention and impact of different pedagogical approaches.

The rise of nationalism that deepens hatred of the ‘other’, long-standing divisions and legacies of oppression threaten democracy around the globe. Despite the urgency of advancing transformative democratic education in the face of these daunting challenges, in real classrooms, most teachers do not take up this endeavour. Teacher education has a vital role to play in preparing teachers to educate democratic civic agents in contentious political contexts. This article presents teaching practices from two teacher educators from very different locations, Sarajevo and San Francisco, who equip pre-service teachers with pedagogical experiences and curricular tools that prepare them for five distinctive roles. These roles empower novices to bring transformative democratic education into their future classrooms.

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The paper discusses digital literacy, digital pedagogy and digital content creation as well as applications of new technologies in education. Reflections on the teaching practice and observations from language classrooms within the Akelius project implemented during 2021/2022 at the Department of English Language and Literature, University of Sarajevo-Faculty of Philosophy, are presented in the context of new challenges in language teaching and learning. In terms of linguistic and pedagogical competences of educators and learners, the paper addresses reading comprehension in relation to digitally-born materials that navigate the reader to successful completion of different tasks. As the materials are created by educators, creation and usage of digital content by means of visual, audio or written input that enables structuring incoming information is an important issue that needs more attention. In this way, the importance of the very language of instruction or giving instructions is highlighted in both online and hybrid learning. As negotiation on meaning promotes the learner's focus on various linguistic features in the discourse which may have caused miscomprehension or lack of communication, this paper is a further attempt to highlight the importance of digital competences of educators by presenting a model of "onlinefor-hybrid" teaching.