Today’s sociopolitical and economic conditions require adults to engage in informed, culturally sensitive coexistence. Correspondingly, adult educators need to design experiences that help prepare learners for cross-cultural collaboration and socially responsible careers in a global age. Framed through cosmopolitanism and situated learning theories, the purpose of this study was to investigate adult learners’ sense and development of global citizenship through engagement in an innovative itinerant master’s degree program. The investigation of the experiences and contexts of this program’s community of practice provides important insight into adult global citizenship development and cosmopolitan instruction.

This review of the literature offers an analysis of ways in which the theory and pedagogical concepts of cosmopolitanism have been employed across research in adult education contexts. Twenty-nine research articles and dissertations on cosmopolitanism and adult education, conducted in various geographical locations and adult education contexts, were selected for the analysis. The article presents how researchers define and theorize cosmopolitanism, the purposes for using cosmopolitanism tenets in the studies, and conclusions that the findings proffer about cosmopolitanism for adult learning, teaching, and continuing and professional development. The review concludes with implications for practice and future research.

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Afghan women’s human rights are a crucial concern for the international community and the government in Afghanistan. Framed by hope theory, this study captured Afghan women’s understandings of recent realities, particularly those focused on expanding women’s roles in Afghan life and community. Based on focus groups with 107 women conducted in 10 different locations, findings reveal that many Afghan females are conditioned into self-perceptions that may undermine their capacity to believe they are worthy of human rights, education, and freedom from oppression. A discussion on agency, pathways, sociocultural influences, and education for hope in Afghan women’s future is presented.

Oleksandra Sehin has over ten years of experience in international and cross-cultural education. She has extensive international experience in studying, working, and living abroad. In addition to her broad education base (a Ph.D. in Adult, Professional, and Community Education, a Master's degree in Public Administration, and a combined Bachelor's and Master's degree in English language and literature), Dr. Sehin has had a comprehensive experience in the field of International Affairs related to cross-cultural advising, empathizing, and identifying with international/exchange students, faculty and scholars. Through several years of volunteering, internship, program specialist, education abroad respresentative and education abroad coordinator positions at the International and Education Abroad offices at Texas State, she has gained experience in international/exchange student advising and programming. Oleksandra has also assisted with program evaluation reports. Currently, Dr. Sehin is employed at Texas State University in the capacity of International Affairs (Education Abroad) Coordinator. Prior to coming to the US, Oleksandra Sehin worked as an instructor of English and Russian to the undergraduate students in a post-secondary institution of higher education in Poland for four years, and as an emigration consultant in Ukraine for two years. She is fluent in three Slavic languages-Ukrainian, Polish and Russian.