As the most frequent and most successful user of the dispute settlement system of the WTO, the US has welcomed judicial clarifications by WTO dispute settlement bodies whenever they confirmed legal claims of the US. Yet, the Trump administration increasingly rejects judicial findings against the US trade restrictions as violating the WTO prohibitions of “add(ing) to or diminish(ing) the rights and obligations provided in the covered agreements.” This contribution criticizes the illegal US ‘blocking’ of the WTO Appellate Body and the underlying, hegemonic nationalism and protectionist interest group politics. It suggests that reasonable and responsible citizens benefitting from the WTO trading, legal and dispute settlement systems must resist illegal power politics, for instance, by supporting a WTO Adjudication@me.too “enlightenment campaign” pressuring democratic institutions and governments to protect rule of law and judicial remedies in international trade as prescribed by parliaments when they approved the WTO Agreement.

In the trend of globalization, global citizenship, social responsibility,and sustainability are seen as the benchmark for assessing the sociology of schools. However, there are few formal definitions or concepts of global citizenship and convincing evidence of how global citizens engage in cultural activities at universities. Therefore, it is essential to research extensively and accurately to create concepts about global citizens in higher education. International higher education, social sciences,and business materials are considered to have integrated a deep understanding of global citizenship in the context of universities in general and business schools in particular. The recognition of the concept of global citizens through the moral and transformative lens is considered a practical solution when approaching this new and full of problems. This paper describes the learning of global citizens through social imagination, relationships,and reflexes. These qualities will help students develop complex and ambiguous global business thinking. The materials and knowledge considered in this paper are the basis for establishing ethical reasoning, sensitivity and value-based teaching in universities. These aspects will create new ways to integrate the concept of global citizens into training programs at business schools. Global citizen learning will create the necessary links of social responsibility with sustainable development and ethical principles when implementing the curriculum at business schools. Besides, the paper also outlines how to learn from global citizens and apply that learning method to teaching practice.