This issue publishes five articles on economic education and two open calls articles. They cover a range of topics from conceptual debate to empirical analyses. The articles on economic education discuss following topics: the promise and outline of ‘powerful knowledge’ in economic education; the use of scientific economics terminology and its conversion into everyday-language in Swedish secondary level textbooks; the use and limitations of models in economic education; the changes and internal contradictions in economic education in Russia in the 21st century; and the diversity of didactic approaches in teaching globalisation. The two open call articles discuss an instrument for observing communicative quality in the Social Studies classroom; and the ethical problem of teachers obstructing transformational learning in exchanges between refugee-students and non-refugee students on questionable premises of ‘protecting’ the refugee-students.