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Decolonising education: rethinking what and how we learn

Decolonising education: rethinking what and how we learn

by Chiara Rusconi | Oct 20, 2026 | no limit, Opinion

When the Colombian researcher María Angélica Mejía-Cáceres was starting her academic life in the field of environmental education, a biology professor presented scientific content to the class but skipped several slides, telling the group of students from the Faculty...
Hope, agency and creativity, three tools to rethink education

Hope, agency and creativity, three tools to rethink education

by Chiara Rusconi | Oct 6, 2026 | no limit, Opinion

What if education was less about following instructions and more about giving young people the power to act? In this interview, Jack Davies shares his experience of how we can reframe education to build agency and imagination in young...
What kind of learning does humanity actually need right now?

What kind of learning does humanity actually need right now?

by Chiara Rusconi | Sep 21, 2026 | no limit, Opinion

Ask Sheela Patel what learning humanity needs right now, and she begins with the distance between climate language and climate reality. “We spend enormous time talking about the stratosphere, the ozone level, the carbon level, generating wonderful words around...
Why we need a global movement for transformative education

Why we need a global movement for transformative education

by Chiara Rusconi | Sep 17, 2026 | no limit, Opinion

What sparked the No Limits to Hope initiative?  The project came as a response to “No Limits to Learning”, a report to the Club of Rome exploring the importance on new forms of learning and education for laying the groundwork to deal with global...
Science with a heart: healing academia to heal the world

Science with a heart: healing academia to heal the world

by Chiara Rusconi | Aug 24, 2026 | no limit, Opinion

In times of profound interconnected crises, our global academic system struggles to lead humanity towards a better and safer future. Materialist, reductionist and competitive assumptions still permeate the way science and higher education are generally...
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