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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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Hydro Resilience: Citizen and Open Science for Climate Adaptation سنة النشر: 2024 المؤلف المؤسسي: UNESCO Human-induced climate change is affecting weather and climate extremes worldwide and causing changes in the atmosphere, ocean, cryosphere and biosphere leading to widespread adverse impacts on people and nature. These conditions have exposed people to reduced water security and negatively affected food security and ecosystem services. Despite advances in climate and water sciences, there is still a significant gap between information availability and its uptake by stakeholders. Although there is abundant data and information available on the potential impacts of climate change, there is a lack of expert knowledge on the user side, which limits the development and implementation of effective adaptation strategies at the local level. There is also an opportunity to bring communities more on board to manage their climate risk through citizen engagement and to ensure that vulnerable communities can benefit from climate science foresight. To address these challenges, a new project was developed called ‘Hydro Resilience: Citizen and Open Science for Climate Adaptation’ to pilot citizen and open science applications for climate risk management and to support water management under climate change uncertainty. 
Informe de seguimiento de la educación en el mundo, 2024/5: Liderazgo en la educación: liderar por el aprendizaje سنة النشر: 2025 المؤلف المؤسسي: Global Education Monitoring Report Team El Informe de seguimiento de la educación en el mundo 2024-2025 evalúa los avances hacia el logro de las metas de 2030 y muestra que, aunque hay más niños escolarizados y que finalizan la educación secundaria que nunca, en muchos ámbitos hay estancamientos. El liderazgo es fundamental para abordar esta cuestión. Ninguna escuela puede mejorar los resultados de los alumnos sin un buen líder que muestre el camino a seguir. Partiendo de un examen de la legislación y las políticas relativas a la selección, preparación y condiciones laborales de los directores de escuela de 211 sistemas educativos, el informe analiza instrumentos de política para atraer y retener a líderes talentosos.El potencial de liderazgo no se limita a los líderes escolares, sino que abarca también a las personas que ocupan otros puestos en el sistema educativo, así como fuera de él, desde subdirectores, docentes y alumnos, cuando el liderazgo es compartido, hasta líderes políticos, la sociedad civil, organizaciones internacionales, sindicatos y medios de comunicación, que contribuyen a definir los objetivos de la educación.El informe insta a adoptar medidas para que los líderes desarrollen sus capacidades en las cuatro dimensiones fundamentales del liderazgo: establecer expectativas, centrarse en el aprendizaje, fomentar la colaboración y favorecer el perfeccionamiento personal. Para llevar a la práctica estas dimensiones, es esencial confiar en quienes ocupan puestos de liderazgo y empoderarlos; reclutarlos mediante prácticas de contratación justas; brindarles apoyo para que se perfeccionen; y motivarlos a fomentar culturas de colaboración. Asimismo, el informe pide que se invierta en fortalecer las capacidades de los funcionarios de educación para que actúen como líderes del sistema, especialmente en el liderazgo pedagógico y la garantía de la calidad. 
Strengthening Social and Emotional Learning in Hybrid Modes of Education: Building Support for Students, Teachers, Schools and Families; A UNESCO-IBE Discussion Paper سنة النشر: 2024 المؤلف المؤسسي: UNESCO International Bureau of Education (IBE) The COVID-19 pandemic intensified existing educational disparities globally, prompting a reevaluation of school curricula to include Social and Emotional Learning (SEL). This shift recognized the holistic needs of learners, teachers, and families, emphasizing competencies beyond traditional knowledge acquisition. Despite SEL's increasing global recognition, it is often absent from formal curricula, prompting the UNESCO-IBE to address this gap. This Discussion Paper explores the crucial role of SEL in the broader transformation of global education, particularly in the post-COVID-19 era. It highlights six key topics, presenting diverse experiences in integrating SEL into education. Experts from various fields contribute insights, focusing on socio-emotional and hybrid learning advancements worldwide. The report aims to inspire global change-makers, advocating for robust policies aligned with UNESCO's Futures of Education framework. This call to action aligns with the UNESCO-IBE's HELA initiative, promoting flexible hybrid learning models for crisis response and sustainable educational strategies in line with the UN Transforming Education Summit's vision. 
미래 시민으로서의 학생 성장과 교육 (교육개발; 2024년 봄호, Vol. 230) سنة النشر: 2024 المؤلف المؤسسي: 한국교육개발원 CEO 칼럼지금, 미래 시민 양성을 논의하는 이유 파워인터뷰유네스코한국위원회 한경구 사무총장과의 만남 특별기획미래 시민으로서의 학생 성장과 교육1.어울림 교육: 세계시민교육과 지속가능발전교육의 연계방안2.세계시민교육 차원에서 인공지능 윤리교육의 활용: 다양성 존중과 연대성을 중심으로3.현 단계 학교 환경교육의 현황과 도약과제 교육정책 이슈와 전망1. 2024년 교육부 교육정책 방향과 중점 과제: 모든 학생의 전인적 성장을 위한 「학생맞춤통합지원법」제정의 필요성과 의의2. 범교과 학습 주제의 교과 통합 방안: 다문화·상호문화교육을 중심으로 NEW 교육 연구이주민 밀집지역 소재 학교의 혁신 과제 및 전략 세계의 교육1.생태환경 교육의 선두 주자, 핀란드2.다양성에 대한 존중과 통합의 교육, 호주 교육현장 Report1.경기형 디지털 시민역량 교육 활성화 방안2.동아시아시민교육과 인천형 세계시민교육 교육통계 Focus통계로 살펴본 다문화 교육의 주요 현황과 과제 
지역과 세계: 글로벌 시대의 미래인재 양성 (교육개발; 2023년 겨울호, Vol. 229) سنة النشر: 2023 المؤلف المؤسسي: 한국교육개발원 파워인터뷰서울대학교 현택환 석좌교수와의 만남 특별기획지역과 세계 _ 글로벌 시대의 미래인재 양성1.디지털 대전환에 대응한 미래교육의 방향2.인재양성 정책 현황과 향후 추진방향3.영재교육과 영재성 관점으로 살펴본 인재의 의미와 미래인재 양성을 위한 제언 NEW 교육 연구1. 미래를 위한 한국교육의 진단과 전략: 초중등교육을 중심으로2. 미래인재 양성사업의 질 제고를 위한 전략: 두뇌한국21사업을 중심으로 세계의 교육1. 영국의 국가컴퓨팅교육센터 운영 사례2. 중국, 모조품 왕국의 오명을 넘어 인공지능 세계 최강국으로 교육현장 Report 1. 건강한 공동체 구성원을 위한 다문화교육2. 브리콜레르(bricoler), 글로벌시대 속 융합예술 인재 - 한국예술영재교육원 융합 분야 운영 사례 교육통계 Focus중장기 인력수급 전망을 통해 본 미래 직업세계 
디지털 대전환과 미래 인재상 (교육정책포럼; 2023년 12월, Vol. 366) سنة النشر: 2023 المؤلف المؤسسي: 한국교육개발원 교육시론ㅁ 디지털 대전환과 미래 인재상 현안문제진단ㅁ 디지털 시대, 교육과정에서 다루어야 할 핵심 역량ㅁ 인공지능 시대, 신직업과 미래 직업역량ㅁ 교사의 디지털 교육 역량 강화 방안ㅁ AI 디지털교과서와 교사의 역량 외국교육동향ㅁ 외국의 디지털 리터러시 교육 현황 및 시사점 교육통계ㅁ 2022 초중학생 디지털 역량 현황 
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 
Monitoring Progress towards SDG Target 4.7 on Sustainable Development and Global Citizenship سنة النشر: 2024 المؤلف المؤسسي: UNESCO | Global Education Monitoring Report Team This document introduces key messages from the GEM Reports and other related publications and online resources regarding the progress towards SDG Target 4.7. 
Global Education Monitoring Report 2024: Gender Report; Technology on Her Terms سنة النشر: 2024 المؤلف المؤسسي: UNESCO | Global Education Monitoring Report Team The 2024 Gender Report tells the increasingly positive story of girls’ education access, attainment and achievement, which is helping reverse decades of discrimination. But there is much more to say on gender equality in and through education. A companion to the 2023 GEM Report, this report looks at the interaction between education and technology with a gender lens. First, it looks at the impact of technology on girls’ education opportunities and outcomes. Although many instances are seen of radio, television and mobile phones providing a learning lifeline for girls, particularly in crisis contexts, gender divides exist globally in both access to technology and in digital skills, although the latter are smaller among youth compared to among adults. Biased social and cultural norms inhibit equitable access to and engagement with technology in and outside of school, with girls always left on the wrong side of the divide. While technology offers many girls opportunities to access important education content in safe environments, for instance on comprehensive sexuality education, technology in practice often exacerbates negative gender norms or stereotypes. Social media usage impacts learners’ and particularly girls’ well-being and self-esteem. The ease with which cyberbullying can be magnified through the use of online devices in the school environment is a cause of concern, as is the biased design of artificial intelligence algorithms. Second, the report looks into the role of education on the shape of future technological development. It shows that women struggle to pursue STEM careers, which manifests from an early age in the form of anxiety in mathematics and develops into a reluctance to study STEM subjects, ultimately resulting in a lack of women in the technology workforce. Women make up only 35% STEM graduates, and hold only a quarter of science, engineering and ICT jobs. Ensuring women participate on equal terms in shaping the world’s ongoing digital transformation will ensure that technology works for everyone and takes into consideration the needs of all humanity. 
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.