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استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Happy Schools!: A Framework for Learner Well-being in the Asia-Pacific سنة النشر: 2016 المؤلف المؤسسي: UNESCO Bangkok The Happy Schools Project was launched in June 2014 in the aim of promoting learner well-being and holistic development. It follows on the findings of UNESCO Bangkok’s research on ‘Learning to Live Together’, which examined the ways in which education systems can promote peace through education in the Asia-Pacific region. While the concept of ‘Learning to Live Together’ is often reflected at policy level, there is little evidence as to how it is implemented in practice. Therefore, the Happy Schools Project aims to identify and recognize proven practices at school level that integrate this concept. 
Rapport mondial des Nations Unies sur la mise en valeur des ressources en eau 2016: l'eau et l'emploi سنة النشر: 2016 المؤلف المؤسسي: UNESCO Three out of four jobs worldwide rely on water. As such, water shortages and lack of access may limit economic growth in the years to come, according to the World Water Development Report 2016. From its collection, through various uses, to its ultimate return to the natural environment, water is a key factor in the development of job opportunities either directly related to its management (supply, infrastructure, wastewater treatment, etc.) or in economic sectors that are heavily water-dependent such as agriculture, fishing, power, industry and health. In its analysis of the economic impact of access to water, the report cites numerous studies that show a positive correlation between investments in the water sector and economic growth. It also highlights the key role of water in the transition to a green economy. 
An Exploratory Study on Applying Cooperative Learning in Global Citizenship Education (Journal of Education for International Understanding; Vol. 13, No. 1) سنة النشر: 2018 المؤلف: Jonghun Kim المؤلف المؤسسي: Korean Society of Education for International Understanding (KOSEIU) The purpose of this study is to explore the validity of cooperative learning as an effective teaching and learning model of Global Citizenship Education(GCED) and to suggest lesson plan that can be used in an educational setting. With the inclusion of GCED as part of global education agenda through the UN SDG 4.7, its role and importance has been highlighted globally and many countries started to reflect GCED into their national curriculum. However, there is lack of practical research on the appropriate teaching and learning model of GCED that can be applied in primary and secondary school education. Therefore, this study, through theoretical review, analyzed and identified that cooperative learning is more appropriate in fostering global citizenship in comparison with other teaching and learning models because of its efficient learning structure which includes positive interdependence, individual accountability, group processing, promotive interaction, interpersonal and small group social skills as its essential elements. On the basis of this, jigsaw model, among various cooperative learning models, was applied and a lesson plan on GCED based on UNESCO World Heritage, an important repository of the history of humankind and nature, was developed and presented. The proposed lesson plan would strengthen learners’ ability to shape identities, understand others, raise sense of responsibility, link knowledge and action related to issues affecting interaction and connectedness of communities at local, national and global levels in an educational setting, and thus it will be useful in actualizing the learner-centered transformative objective of GCED. 
Examining the Citizenship Education in the UK from Perspective of Solidarity (Studies in Foreign Education; Vol. 46, No. 7) سنة النشر: 2019 المؤلف: Tang Kejun المؤلف المؤسسي: Northeast Normal University It is claimed to build a cohesive community in plural society because of diversity undermining social cohesion. According to communitarianism, the grounds of solidarity include shared values, loyalty and civic trust. Britain is seen as a plural society which made up of a diverse range of ethnicities, cultures nations and religions. So citizenship education are expected to place emphasis on promoting the fundamental British values national loyalty or patriotism and social trust in schools of the UK, which has caused a number of criticism. It is concluded from examining the approaches of citizenship education and its criticism that a cohesive society depends on an inclusive citizenship. 团结视域下的英国公民教育 (外国教育研究; Vol. 46, No. 7) سنة النشر: 2019 المؤلف: Tang Kejun المؤلف المؤسسي: Northeast Normal University 多元的社会因为差异性挑战了团结，因而寻求建立团结的社会就成为多元社会的基本追求。按社群主义理解，社会团结源自共享的价值观、忠诚和公民之间的信任。英国自认为是多元的社会，不仅民族多样，而且种族、宗教和文化多样。为了增进英国社会的团结，英国学校公民教育强化英国的基本价值观、国家忠诚或爱 国主义、社会信任等因素。这些做法引起诸多批评。从英国公民教育的做法及其受 到的批评可以看出，要增进社会团结，需要培养包容性的公民。 
التعليم متعدد الثقافات بين النمذجة التنظيرية وإشكالية الممارسات : دراسة مقارنة بين مصر وفرنسا واليابان سنة النشر: 2006 المؤلف: Ahmed Aidrous | Mohammed Awad المؤلف المؤسسي: Zagazig University تركز هذه الورقة على دراسة التعددية الثقافية كمفهوم والنظريات والأطر والنماذج التطبيقية المرتبطة بها. وتستعرض الدراسة خبرة كلا من فرنسا واليابان ومصر، وتضع مقارنات بينها. تنتهي الدراسة بوضع تصور مقترح للتعليم متعدد الثقافات في ضوء الخبرات المعروضة. 
Western Debates on Global Citizenship Education: Definition, Value and Practice (International and Comparative Education; No. 7) سنة النشر: 2019 المؤلف: Lijian | Liu Baocun المؤلف المؤسسي: Beijing Normal University In the late twentieth century, in order to deal with the opportunities and challenges came from the globalization to all the countries worldwide, the developed countries in Europe and the United States began to focus on cultivating students’ global citizenship consciousness and global citizenship practice. Since 1990s, the western debate on global civic education has been widely spread among scholars and practitioners worldwide. The global citizenship education debate focuses on global citizenship education value and practice in three aspects: the connotation of global citizenship education debate on the ability-oriented, value-oriented definition, and the comprehensive-based definition. The value debate on the global citizenship education mainly includes: patriotism and the world socialist argument, national interests and global interests, the global education debate and the civic education debate and unified culture and cultural diversity debate. The global citizenship education practice debate involves the research and development of world education and cognitive education and behavior education. 西方关于全球公民教育内涵、价值和途径的争论 (比较教育研究; No. 7) سنة النشر: 2019 المؤلف: Lijian | Liu Baocun المؤلف المؤسسي: Beijing Normal University 20世纪末期，为了应对全球化带来的挑战，欧美发达国家开始关注培养学生的全球公民意识，全球公民教育逐渐成为世界教育改革的一个热点话题。但是，关于全球公民教育的内涵、价值和途径等全球公民教育的核心问题却存在着广泛的争论。在全球公民教育的内涵上，存在能力导向和价值导向的争论 ；在全球公民教育的价值上，存在爱国主义和世界主义的争论、国家利益和全球利益的争论、全球教育和公民教育的争论、文化统一和文化多样的争论 ；在全球公民教育的途径上，存在世界研究和发展教育研究的争论、认知教学和实践教学的争论。 Multicultural Education between Theoretical Modeling and Problematic Practices: A Comparative Study between Egypt, France, and Japan سنة النشر: 2006 المؤلف: Ahmed Aidrous | Mohammed Awad المؤلف المؤسسي: Zagazig University This paper focuses on studying multiculturalism as a concept, theories, frameworks and associated applied models. The study reviews the experience of France, Japan and Egypt, and makes comparisons between them. The study ends with a proposed vision for multicultural education in light of the experiences presented. 협동학습을 적용한 세계시민교육 방안 탐색 연구 (국제이해교육연구; Vol. 13, No. 1) سنة النشر: 2018 المؤلف: 김종훈 المؤلف المؤسسي: 한국국제이해교육학회 본 연구는 세계시민교육의 효과적인 교수학습 모형의 하나로 협동학습의 타당성을 탐색해 보고, 이를 바탕으로 교육 현장에서 활용가능한 교수학습(안)을 제시하는 데 목적을 두었다. 세계시민교육은 유엔(UN) 지속가능발전목표(SDGs) 4.7에 포함된 글로벌 교육의제로 그 역할과 중요성이 전 세계적으로 부각됨에 따라 많은 국가들이 자국의 공교육 과정에 반영하기 시작하고 있다. 그럼에도 불구하고 초·중·고등학교 교육 현장에서 적용할 수 있는 세계시민교육의 적합한 교수학습 모형과 구체적인 교수학습(안)에 대한 실천적 연구는 부족한 상황이다. 이에 본 연구는 이론적 검토를 통해 협동학습은 긍정적 상호의존성, 개인 책무성, 집단과정, 촉진적 상호작용, 대인관계 및 사회적 기술을 본질적 요소로 하는 구조화된 교수학습 모형으로 그 자체에 세계시민의식을 함양하는 데 효과적인 학습구조를 가지고 있어 다른 어떤 교수학습 모형보다 세계시민교육에 적합한 교수학습 모형임을 분석·규명했다. 이를 토대로 다양한 협동학습 모형들 중에서 직소 모형을 적용하여 인류 및 자연의 역사가 집약된 유네스코 세계유산을 소재로 세계시민교육 교수학습(안)을 개발·제시했다. 본 연구에서 제시한 교수학습(안)은 교육 현장에서 자신의 정체성 형성, 타인에 대한 이해, 책임의식 함양, 지역·국가·세계차원에서 공동체간의 상호작용과 연계에 영향을 미치는 이슈에 대한 지식과 행동의 연계를 강화하여 학습자 중심의 변혁적 세계시민교육 구현에 유용하게 활용할 수 있을 것이다.