Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
3,128 Results found
생명을 위협하는 탄소 불평등: 소수 엘리트 계층의 과도한 탄소 배출을 억제하면 모두를 위한 지속 가능한 지구를 만들 수 있는 이유: 요약본 Year of publication: 2024 Author: Mira Alestig | Nafkote Dabi | Abha Jeurkar | Alex Maitland | Max Lawson | Daniel Horen Greenford | Corey Lesk | Ashfaq Khalfan Corporate author: Oxfam International 기후붕괴를 막고 사회적 정의를 실현할 수 있는 유일한 방법은 불평등을 근본적으로 완화하는 것이다. 본 보고서에서는 세계에서 가장 부유한 사람들이 기후에 미치는 재앙적인 영향을 밝히고, 인류와 지구를 보호하기 위한 즉각적인 조치를 이행할 것을 제언한다. ‘슈퍼리치’로 불리는 전 세계 최상위 부유층은 우리가 아직 안전하게 배출할 수 있는 제한된 양의 이산화탄소, 다시 말 해 ‘탄소예산(carbon budget)’을 무분별하게 낭비하고 있다. 우리는 세계 상위 50대 억만장자들이 대형 요트, 개인 전용기, 투자 등을 통해 어떻게 기후위기를 가속화하고 있는지에 대한 새로운 증거를 공유하고자 한다. 옥스팜의 연구에 따르면, 전 세계 상위 1% 부유층의 탄소 배출로 인해 수조 달러의 경제적 손실과 막대한 규모의 농작물 손실, 그리고 통상적으로 예상되는 사망자 수준을 넘어서는 ‘초과 사망(excess death)’이 수백만 건 발생하고 있다. 지구 온도가 계속 상승하면서 빈곤하고 불안정한 삶을 살아가는 사람들의 생명과 생계가 위협받고 있다. 우리는 슈퍼리치들의 탄소 배출을 억제하고 환경오염을 유발하는 부유층이 비용을 치를 수 있도록 행동에 나서야 한다. 
Educating Against Hate Year of publication: 2016 Corporate author: United Kingdom. Department of Education, United Kingdom. Home Office As children grow and become more independent, it is not unusual for them to take risks, explore new things and push boundaries. This can mean that they are particularly vulnerable to extremist groups, who may claim to offer answers, as well as identity and a strong social network. And because they know young people are vulnerable, extremist groups often target them using the internet and social media to spread their ideology. The purpose of this website is to provide practical advice and support to help all individuals with an interest in keeping children safe from the dangers of extremism. Educating Against Hate Year of publication: 2016 Corporate author: United Kingdom. Department of Education, United Kingdom. Home Office Lorsque les enfants grandissent et deviennent plus indépendants, ils prennent des risques, explorent l’inconnu et repoussent les limites. Ils sont alors particulièrement vulnérables aux groupes extrémistes, qui prétendent détenir les réponses à leurs questions et pouvoir leur offrir une identité, ainsi qu’un important réseau social. Et parce qu’ils savent que les jeunes sont vulnérables, les groupes extrémistes utilisent internet et les réseaux sociaux pour répandre leur idéologie et atteindre les jeunes. L’objectif de ce site web est d’apporter des conseils pratiques et un soutien pour tous les individus, afin d’éloigner les enfants des dangers de l’extrémisme. 
Talking about values in the classroom Year of publication: 2015 Author: Don Rowe Corporate author: Citizenship Foundation The publication introduces teachers to a method of working with stories that enable students to develop a range of skills in thinking and talking about moral issues. It aims to expand the pupils' vocabulary concerning moral, values and ethical questions and critical thinking tools. Talking about values in the classroom Year of publication: 2015 Author: Don Rowe Corporate author: Citizenship Foundation Cette publication propose aux enseignants une nouvelle méthode de travail à partir d’histoires permettant aux apprenants de développer de nombreuses compétences de réflexion et de dialogue sur des questions morales. Elle a pour objectif de renforcer le vocabulaire des élèves sur les questions de morale, de valeurs et d’éthique, et de les aider à développer un esprit critique. 
The Impact of AI on Curriculum Systems: Towards an Orbit-Shifting Dialogue (In-Progress Reflection; no. 32, 2019) Year of publication: 2019 Corporate author: UNESCO International Bureau of Education (IBE) ‘Artificial Intelligence’ (AI) refers to the theory and development of computer systems able to perform tasks normally requiring human intelligence. In order to achieve transformational change in contemporary curriculum systems and learning environments, we need to engender an orbitshifting dialogue about the potential relationship between AI and education, in terms of both independent variables (threats), and dependent variables (opportunities). Through such a dialogue, we need to create foresight indicators that can predict the process of this relationship. It is, however, crucial that the relationship between AI and education is strong and directly proportionate. If the potential of the relationship is not exploited sufficiently, then underdeveloped education systems will lag behind and fail to achieve their potential for transformation, whether radical or incremental. Indeed, some may even become obsolete. The paper contends that in order to effectively contribute to the knowledge economy and to sustainable development in the age of the 4th Industrial Revolution (characterized by a fusion of cyber-physical technologies) modern educational systems need to overcome obstacles to innovation in order to maximize the potential for transformative change. To achieve this will require an ‘orbital shift’ in educational planning, practice and resourcing, to enable schools to respond more effectively to the rapidly changing needs of young people, society, the economy and environment in the third decade of the 21st century. Schools, educational institutions and environments, need to transform from being primarily spaces for teaching and taking exams, into spaces for innovation and personal learning, based on a culture of actively listening to the voices, choices, needs and goals of learners. Teachers need to become facilitators, coaches and mentors for learners. Schools need to create AI-enabled, flexible, collaborative working spaces. Visionary, energetic educational leaders need to communicate effectively with all stakeholders, including employers and parents, to inspire and manage change and smart decision-making to develop schools of the future. The aim of this reflection is to initiate an ‘orbit-shifting’ dialogue about the potential of AI applications to transform all components of the curriculum system to meet emergent 21st century educational goals. The conceptualization aims to explore the variable roles and impact of curriculum learning and assessment on these emerging educational goals. Theme 1 of the paper outlines the concepts and characteristics of a range of existing AI systems and their potential to enhance teaching learning and assessment. Theme 2 reflects on the potential to embrace AI systems across the curriculum system. Theme 3 proposes an action model to enable AI to have an ‘orbit shifting impact’ on all the components of the curriculum system (i.e. learners, teachers, learning environments, leadership and management, content, pedagogy and assessment) by enhancing opportunities for individualization, creativity and uniqueness. 
서울교육 2024년 여름호 (제66권 통권 255호) Year of publication: 2024 Corporate author: 서울특별시교육청 교육연구정보원 권두칼럼: 거인의 어깨 위에서 ‘가야할 길’을 찾다 특별기획:- 학교가, 학교만이 길러줄 수 있는 우리 학생들에게 필요한 미래 역량- 인공지능의 발달과 교육의 변화- [서울아현초] 독서 습관, 평생을 살아갈 힘!- [서울등현초] 디지털 문해력, 사고력과 문제해결력으로 키운다- [중평중] 자원의 재발견, 학교에서 시작하는 지속가능한 생태전환교육- [석관고] 더 큰 세상으로의 도전 정신과 세계시민의식을 배운다: 석관고등학교 국제교류프로그램 교과교육:- [유치원 이음학기 수업] 학교를 잇다, 마음을 잇다: 이음놀이를 통해 어울림 속 성장하기- [특수학급 국제 공동 수업] 바다를 넘고 장애를 넘는 특별한 우정 프로젝트- [초등학교 생태전환교육 수업] 기후 위기? 예술로 공존!- [중학교 역지사지 공존형 토론 수업] 경쟁이 아닌 공존을 위한 토론!교과교육- [고등학교 인공지능 활용 수업] 인공지능과 함께 성장하는 수학수업- [학급운영 현장보기] 육개장 사발면반 제자들과의 시간- [체험·문화·예술활동 Ⅰ] 예술의 언어로 소통하며 공동체를 이루다: 중학교 맞춤형 예술 교육- [체험·문화·예술활동 Ⅱ] 나를 발견하게 하고, 나를 표현하게 하는 “예술교육”: 고등학교 협력종합예술활동- [학교현장 미리보기] AI 디지털교과서를 통한 미래교육 엿보기 정책연구: 학교수업 내 에듀테크 활용 정도가 중학생의 교육적 성장에 미치는 영향 분석 정책연구 교육정보:- 2024년 강화된 교육활동 보호 정책, 이것만큼은 꼭 알아두세요- 돌봄과 배움이 공존하는 서울형 늘봄학교- 수업-평가의 연계성 강화를 위한 초 · 중등학교 정보공시(교수학습 및 평가계획 관련) 개정 안내- 메타버스는 정말 끝났을까? 참여마당:- [웹툰] 알찬 여름방학 보내기- [수기] 뮤지컬 배우가 꿈이었던 교사, 학교에서 뮤지컬을 꿈꾸다- [서평] 쉬운 공공의 언어는 인권이다: 이건범 『언어는 인권이다』를 읽고- [후기] 모니터단 2024 ‘봄호’ 후기 갤러리: “어린이·청소년의 미래역량 신장을 위해 노력합니다!” 
Minimum Standards for Education: Preparedness, Response, Recovery Year of publication: 2024 Corporate author: Inter-agency Network for Education in Emergencies (INEE) Since 2004, the INEE Minimum Standards for Education: Preparedness, Response, Recovery (INEE MS) have provided a framework for inclusive and equitable quality education. The purpose of the handbook is:-To improve the quality of education preparedness, response, and recovery;-To increase access to safe and relevant learning opportunities;-To ensure that the actors who provide these services are held accountable The INEE MS are designed to be applicable to crisis response in many different situations, including emergencies caused by conflict, by natural hazards such as those induced by climate change, and slow- and rapid-onset crises in both rural and urban environments. 
Generative AI and the Future of Education Year of publication: 2023 Corporate author: UNESCO. Assistant Director-General for Education, 2018- (Giannini, Stefania) The digital revolution has brought about significant changes in how we live, learn, and interact, with multiple waves of technological advancements. The current AI revolution represents a new and profound shift, particularly through AI's ability to simulate human language and conversation. This development challenges our understanding of language, intelligence, and the role of technology in education and society.As AI begins to generate human-like responses and knowledge, it raises fundamental questions about its impact on education, societal values, and our concept of humanity. Education systems are now grappling with how to integrate and regulate AI, which has been rapidly introduced into classrooms without sufficient oversight. The author emphasizes the importance of carefully considering the risks and ethical implications of AI, particularly in its potential to manipulate and shape knowledge systems. There is a need for balanced development, where AI technology is aligned with human values, and education remains a deeply human-centered process.UNESCO is working with countries to develop strategies for the safe use of AI in education, emphasizing the need for a cautious approach and robust regulatory frameworks. The overarching message is that while AI offers immense possibilities, it must be integrated thoughtfully to ensure it enhances education and society without undermining human agency, equity, or the foundational values of learning. La IA generativa y el futuro de la educació Year of publication: 2023 Corporate author: UNESCO. Assistant Director-General for Education, 2018- (Giannini, Stefania) La revolución digital ha traído cambios significativos en cómo vivimos, aprendemos e interactuamos, con múltiples olas de avances tecnológicos. La actual revolución de la inteligencia artificial representa un cambio nuevo y profundo, particularmente a través de la capacidad de la IA para simular el lenguaje humano y la conversación. Este desarrollo desafía nuestra comprensión del lenguaje, la inteligencia y el papel de la tecnología en la educación y la sociedad. A medida que la IA comienza a generar respuestas y conocimientos similares a los humanos, surgen preguntas fundamentales sobre su impacto en la educación, los valores sociales y nuestro concepto de humanidad. Los sistemas educativos ahora están lidiando con la forma de integrar y regular la IA, que ha sido introducida rápidamente en las aulas sin una supervisión adecuada. El autor enfatiza la importancia de considerar cuidadosamente los riesgos y las implicaciones éticas de la IA, particularmente en su potencial para manipular y moldear los sistemas de conocimiento. Existe una necesidad de un desarrollo equilibrado, donde la tecnología de la IA esté alineada con los valores humanos y la educación siga siendo un proceso profundamente centrado en el ser humano. UNESCO está trabajando con los países para desarrollar estrategias para el uso seguro de la IA en la educación, enfatizando la necesidad de un enfoque cauteloso y marcos regulatorios robustos. El mensaje general es que, si bien la IA ofrece inmensas posibilidades, debe integrarse de manera reflexiva para asegurar que mejore la educación y la sociedad sin socavar la agencia humana, la equidad o los valores fundamentales del aprendizaje.