Abstract Educators and students face significant challenges in addressing global issues in education. Although concepts such as Education for Sustainable Development or Global Citizenship Education have gained prominence, their strong emphasis on methodological considerations has left the conceptual foundations of global issues underdeveloped. This paper advances a consolidated conceptual framework that foregrounds the pragmatic, ethical, and moral dimensions of complexity inherent in global issues. By integrating Habermas’ discourse ethics with elements of ethical complexity theory developed by Paul Cilliers and Harry Kunneman, we elaborate these dimensions. Building on this perspective, we argue for the establishment of a robust conceptual foundation that enables a more systematic organization of teaching and learning in this field.
Schmid et al. (Wed,) studied this question.