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The Role of the Teacher in Creating an Atmosphere of Peaceful Coexistence (Arab Journal of Educational and Psychological Sciences; Vol.4, No.15) سنة النشر: 2020 المؤلف: Farah Ghanem Saleh | Zeina Salem Mohy المؤلف المؤسسي: Ibn Rushd College of Education The teacher is the main nerve in the educational process, and the effectiveness of this process is affected by his competence. The innovative teacher is the one who diversifies the approaches and methods of presenting activities to suit the growth of his students. He must keep up with the latest developments in learning theories and teaching techniques. He performs multiple teaching roles and activities to help learners achieve Learning at different stages of education. The teacher must have knowledge of everything new in the fields of education, psychology, and other multiple branches of knowledge that broaden the horizon and refine the personality. Thus, the teacher becomes an important and essential source of knowledge that the learner returns to in his search for knowledge. One of the characteristics of a teacher, in order to achieve success in the field of education, is to know the goals of students and involve them in education, in addition to setting classroom rules, opening the door to communication with students, and making education enjoyable. What shows the role of the teacher and his importance in preparing conscious generations is that there is a great duty and responsibility that falls on his shoulders, which is considered one of the priorities of his work are the issue of peaceful coexistence in the classrooms, as the teacher coexists with his students according to the system of tolerance, freedom of opinion, and acceptance of the other party, and it is necessary to include in the school curricula the topics of peaceful coexistence, cooperation, peace, and good citizenship. 
깊은 자기이해에서 세계 알기를 시작하다: D대학의 ‘세계시민과 회복적 평화’ 교양 수업을 중심으로 (교양교육연구; Vol. 18, No. 1) سنة النشر: 2024 المؤلف: 신난희 | 유득규 | 박난희 المؤلف المؤسسي: 한국교양교육학회 본 논문은 회복적 평화 관점으로 설계된 수업 과정에서 학습자들이 어떻게 자기 내면과 연결하게 되고 자기에 대한 깊은 이해를 경험하게 되며 나아가 세계 알기로 인식의 확장을 시작하는지에 관하여 살펴보았다. 분석에 의하면, 학습자들은 관찰하기-느낌 표현-욕구 알기-핵심가치 찾기-부탁하기 활동을 통하여 이제까지 자기를 구성해 온 문화적 가치와 양식에 구속되어 있던 자기를 발견하고 표현하며 자유로움을 경험할 수 있었다. 자문화기술지 작성 활동은 이 작업을 수행하는데 중요한 전환점이 되었다. 조별 활동은 자기 내면에 대한 깊은 이해 과정의 힘든 순간을 함께 나누는 공감과 연대감을 생성하며 세계 알기의 힘든 작업을 해나가는 데 중요한 기반을 제공하였다. 본 교과목 활동은 본격적으로 세계시민으로서의 인식과 활동을 전개하는데 전제가 되는 깊은 자기이해를 경험하는 데 주안점이 놓인 것으로 이후 이러한 내적 역량을 성취한 학습자들이 보다 적극적으로 세계 알기에 관한 인식과 탐구를 어떻게 성취하는지에 관한 후속 작업의 필요성을 제기한다. 
평화에 대한 위협 증대와 세계시민교육의 중요성 (교육정책포럼; 2022년 7월, Vol. 349) سنة النشر: 2022 المؤلف المؤسسي: 한국교육개발원 교육시론ㅁ 평화에 대한 위협 증대와 세계시민교육의 중요성 현안문제진단ㅁ 세계시민교육 관점에서 평화교육 하기ㅁ 세계시민교육 관점에서 국제 분쟁 문제 다루기ㅁ 국제적 분쟁이 우리나라 평화통일교육에 주는 시사점 외국교육동향ㅁ [국제기구] 분쟁지역에서 인도적 지원: ‘보호를 위한 교육’을 중심으로 교육통계ㅁ 한국교육종단연구2013 및 IEA ICCS 2016에서 세계시민역량 지표 
Lessons from a Transformative Pedagogy Project for Peace, Resilience, and the Prevention of Violent Extremism: Part I; Country-Level Implementation سنة النشر: 2024 المؤلف: Eyerusalem Azmeraw | Quentin Wodon | Eleonora Mura | Kasumi Moritani المؤلف المؤسسي: UNESCO International Institute for Capacity-Building in Africa (IICBA) From 2017 to 2022, UNESCO’s International Institute for Capacity Building in Africa (IICBA) led a series of projects for peacebuilding and the prevention of violent extremism through education with support from the Government of Japan. This two-part paper draws lessons from the projects. The first part of the paper briefly explains the transformative pedagogy approach that guided project implementation and provides examples of changes that were implemented at the country level under the projects. The analysis is qualitative, with the aim being to outline, through country examples, what can be achieved through such projects. Lessons on factors contributing to impact are also outlined. 
United Nations Strategy and Plan of Action on Hate Speech: Detailed Guidance on Implementation for United Nations Field Presences سنة النشر: 2020 المؤلف المؤسسي: United Nations (UN) The Strategy and Plan of Action acknowledges that hate speech has the potential to incite violence and undermine social unity. It recognizes that hate speech has been a precursor to atrocity crimes, including genocide, over the past 75 years. This approach to coordinating efforts across the UN system to identify, prevent and confront hate speech is grounded in international human rights standards, including the right to freedom of opinion and expression, principles of equality and non-discrimination, as well as other fundamental rights. The Strategy aims to give the United Nations the room and the resources to address hate speech, which poses a threat to UN principles, values and programmes. It guides the UN system on how to address hate speech and includes ways to support United Nations Resident Coordinators’ action in addressing and countering hate speech on the ground. 
Диалог между правительствами и молодежью стран Центральной Азии 2021-2022 سنة النشر: 2023 المؤلف المؤسسي: РЦПДЦА Данная публикация представляет собой сборник посланий молодых в ходе третьего (8 декабря 2021 года, г. Душанбе, Республика Таджикистан) и четвертого (11 декабря 2022 года, г. Ашхабад, Туркменистан) Диалогов между правительствами и молодежью стран Центральной Азии, а также сборник истории успехов участников программы «Академия превентивной дипломатии» Регионального Центра ООН по превентивной дипломатии для Центральной Азии (РЦПДЦА). 
Потенциал будущего сотрудничества между республикой Узбекистан и Шанхайской организацией сотрудничества (ШОС) (XXI Век: Наука и образование; Том1; №1, 2024) سنة النشر: 2024 المؤلف: Феруза Назарова | Этибор Султонова المؤلف المؤسسي: Ташкентский государственный институт востоковедения В статье рассматривается значение инициатив для сотрудничества между Республикой Узбекистан и Шанхайской организацией сотрудничества (ШОС) и ключевые аспекты этого сотрудничества, а также перспективы дальнейшего роста. В статье предлагается несколько путей укрепления этого сотрудничества, включая расширение торгово-экономических связей, обмен технологиями и опытом, а также реализацию совместных инициатив и проектов, способствующих устойчивому развитию региона. 
UNESCO and Gender Equality in Sub-Saharan Africa: Innovative Programmes, Visible Results المؤلف المؤسسي: UNESCO For over twenty years, UNESCO’s work in Africa has been undertaken in a specific framework with a range of institutional mechanisms designed to help translate into action its priorities: Africa and gender equality. During this period, UNESCO achieved important results in the areas covered by its mandate to promote gender equality.This publication highlights UNESCO’s contribution to the implementation of the African Union’s Agenda 2063 and the 2030 Agenda for Sustainable Development of the United Nations, in the field of gender equality in Africa, through examples of good practice, lessons learnt as well as suggestions and recommendations for the future. L'UNESCO et l'égalité des Genres en Afrique Subsaharienne: Des Programmes Novateurs, des Résultats Perceptibles المؤلف المؤسسي: UNESCO Depuis plus d’une vingtaine d’années l’UNESCO a inscrit son action dans un cadre spécial assorti d’un ensemble de mécanismes institutionnels conçus pour appuyer l’opérationnalisation de ses Priorités: l’Afrique et l’égalité des genres. Au cours de cette période, l’UNESCO a été à l’origine d’importantes réalisations dans les domaines relevant de son mandat à travers la mise en oeuvre des programmes et activités novateurs.La présente publication met en exergue la contribution de l’UNESCO à la mise en oeuvre de l’Agenda 2063 de l’Union africaine et du Programme de développement durable à l’horizon 2030 dans le domaine de l’égalité des genres en Afrique, à travers des exemples de bonnes pratiques, de leçons apprises ainsi que des suggestions et recommandations pour le futur. 
Reimagining Education: Beyond the Rhetoric (The Blue Dot; No.13, 2021) سنة النشر: 2021 المؤلف المؤسسي: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) The events of the year 2020, driven predominantly by the COVID-19 pandemic, have forced governments, policymakers, educators and organisations to rethink the purpose, structure and modality of existing education systems. Even while the world is struggling with climate change, decreased empathy, violent extremism, xenophobia and an increase in mental health issues in children, with a recent report by WHO highlighting that 800,000 people between the ages of 15-29 are dying by suicide ever year, globally1 , the COVID-19 virus singlehandedly shut down access to face-to-face school education for roughly half of the world’s student population. These ongoing and unexpected challenges bring to light the urgent need for education systems to be more adaptable, responsive, and resilient to future shocks and disasters. We can work to transform education in many ways, such as by translating our understanding of how the brain learns from the research laboratory to the classroom and leveraging the power of technology to ensure that learning can reach every child who hungers to learn. It is time we reimagine education to ensure learning continues with minimal disruption but also empowers students as compassionate human beings, prepared for an unpredictable future, but also as global citizens seeking a peaceful and kinder world. The purpose of education needs to change from being instrumental (based on human capital) to one that is constitutive (human-flourishing), accessible to all and structured such that learning can happen anytime and anywhere and always.