Change in citizenship and social science education in (post)war time.

According to the Global Conflict Tracker (https://www.cfr.org/global-conflict-tracker), there are currently 27 conflicts in the world, which vary in type and status. In contrast, the Rule of Law in Armed Conflict Online Portal (RULAC), which defines armed conflicts under international humanitarian law, indicates that it is currently monitoring more than 114 armed conflicts in the world (https://geneva-academy.ch/galleries/today-sarmed-conflicts). Some of these conflicts are in the headlines; others are not. However, they all change the lives and functioning of people living there or those who neighbour them. How does education respond to current, future, and past armed conflicts? This question seems particularly relevant to citizenship education and social sciences education, as the concept of a citizen is highly sensitive to such situations. The authors of the articles in the thematic section considered this an important research issue and decided to tackle it. The background is two armed conflicts: between Russia and Ukraine and between Israel and Palestine. The section opens with an invited article, "The transformative role of research in democratic civic education during times of armed conflict" by Aviv Cohen. The article provides an excellent introduction to the topic as it provides a meta-perspective on civic education during armed conflict. The author does not focus directly on the changes concerning the practice of civic education but on the changing role of (student) researchers who, while conducting research in the field of democratic civic education, suddenly collide with a situation of armed conflict. [ABSTRACT FROM AUTHOR]