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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
França, T. (N/A). A hot agenda? Climate change and international student mobility: A scoping review of the literature. British Journal of Sociology of Education, N/A. https://doi.org/10.1080/01425692.2026.2733907
Exportar Referência (IEEE) 
T. F. Silva,  "A hot agenda? Climate change and international student mobility: A scoping review of the literature", in British Journal of Sociology of Education, vol. N/A, N/A
Exportar BibTeX 
@article{silvaN/A_1792663878270,
	author = "França, T.",
	title = "A hot agenda? Climate change and international student mobility: A scoping review of the literature",
	journal = "British Journal of Sociology of Education",
	year = "N/A",
	volume = "N/A",
	number = "",
	doi = "10.1080/01425692.2026.2733907",
	url = "https://www.tandfonline.com/journals/cbse20"
}
Exportar RIS 
TY  - JOUR
TI  - A hot agenda? Climate change and international student mobility: A scoping review of the literature
T2  - British Journal of Sociology of Education
VL  - N/A
AU  - França, T.
PY  - N/A
SN  - 0142-5692
DO  - 10.1080/01425692.2026.2733907
UR  - https://www.tandfonline.com/journals/cbse20
AB  - International student mobility (ISM) has become central to higher education, yet its relationship with climate change remains insufficiently researched. This paper argues that existing scholarship concentrates on two limited approaches, quantifying student travel emissions and celebrating ISM as fostering climate awareness, whilst reproducing analytical blind spots characterising mainstream ISM research for decades. Both ainadequately address social inequalities and colonial legacies, while neglecting how climate change itself may be reshaping ISM patterns. We propose a research agenda centred on two priorities: (1) adopting intersectional analysis to examine how multiple inequalities shape students’ differentiated relationships to climate change, and (2) integrating decolonial perspectives that challenge Northern epistemic dominance and reposition Global South students as knowledge producers. Pursued alongside engagement with climate mobilities scholarship, this reorientation positions equity at the centre of ISM-climate research, moving beyond reductive framings toward understanding educational mobility within systems of inequality and ­environmental transformation.
ER  -