Resources
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A Review of Research on Teaching and Learning Transformation under the Influence of ChatGPT Technology (Advances in Education; Vol.13, No.5) Year of publication: 2023 Author: 师璇 | 王绽蕊 Artificial intelligence continues to develop, and recently ChatGPT, which has caught the attention of various sectors of society in the internet boom. Starting from the perspectives of “teaching” and “learning”, this paper introduces the development history and learning path of ChatGPT, and reviews domestic and foreign literature from three aspects: teacher teaching, personalized learning for students, and teaching evaluation. It summarizes the attitudes and views of domestic and foreign scholars on the future development of education under the influence of ChatGPT technology. 
International Forum on AI and Education: Steering AI To Empower Teachers and Transform Teaching, 5–6 December 2022; Analytical Report Year of publication: 2023 Author: Fengchun Miao | Kelly Shiohira | Zaahedah Vally | Wayne Holmes Corporate author: UNESCO | JET Education Services The International Forum on AI and Education has contributed ‘to peace and security by promoting collaboration among the nations through education, science and culture’ (UNESCO, 1945). The Forum has now become the world’s leading event promoting knowledge-sharing, the understanding of peoples, and the achievement of international agreements, in the fast-developing and increasingly impactful field of AI and education. The fourth edition of the International Forum on Artificial Intelligence and Education aimed to foster knowledge sharing specifically on how to steer the design and use of AI to empower teachers and to transform teaching methodologies within the broad framework of digital transformation of education. The Forum sought to bring together a range of expertise and experiences across the globe, and, in keeping with UNESCO priorities, a special focus was placed on Africa. A total of 16 national strategies were presented at the Forum by the various national ministers and representatives invited to attend. The national strategies shared during the Forum also unveiled the varying levels of preparedness and policy responses toward AI across different regions, a reminder that the pre-existing digital divide still underpins the system-wide uptake and integration of AI in education. Therefore, not all of the strategies were directly related to or containing AI because some areas that were represented at the conference are still at the nascent stages of AI Strategy development. The presentations of national initiatives and strategies related to AI from these countries shed light on the general awareness of policy-makers on the impact of AI in education and the commitment of national governments to fostering AI competencies among students and teachers. This report focus on the following key themes: national strategies on AI and education; critical reviews of roles of AI in the digital transformation of education; ethical principles and their implementation with a specific focus on gender equality; AI competencies for teachers, and notable algorithms or AI platforms and AI-informed pedagogies. The report concludes with considerations for the future based on the authors’ own analysis of the key role of human teachers, steering the human-centered approach, mainstreaming gender equity, designing education-specific AI models and innovative pedagogy, and ensuring human agency in defining problems and designing solutions.a 
International Forum on AI and Education: Ensuring AI as a Common Good To Transform Education, 7–8 December 2021; Synthesis Report Year of publication: 2022 Corporate author: UNESCO The ‘International Forum on AI and the Futures of Education: Ensuring AI as a Common Good to Transform Education’ was co-organized by UNESCO, the Ministry of Education of the People’s Republic of China, and the National Commission of the People’s Republic of China for UNESCO. Building on the previous ‘AI and the Futures of Education’ forums, held in 2019 and 2020, this 2021 forum set out to explore the importance and role of digital humanism in AI and education. With people and governments worldwide becoming increasingly aware of both the potential and the challenges of AI and education, the forum engaged participants in dialogue about how AI governance and innovation can be enhanced for the common good. Forum participants included government ministers and other high-level ministry officials from Member States, together with representatives of international organizations, NGOs and academic institutions.This synthesis report has been developed by drawing from the International Forum on AI and the Futures of Education held in Beijing and simultaneously online from 7 to 8 December 2021. 
Education in a Post-COVID World: Nine Ideas for Public Action Year of publication: 2020 Corporate author: UNESCO Decisions made today in the context of the COVID-19 pandemic will have longterm consequences for the futures of education. In this report the International Commission on the Futures of Education presents nine key ideas for navigating through the COVID-19 crisis and its aftermath, contending that we must build on core principles and known strengths as we face unprecedented disruption to economies, societies and education systems. In the renewal and reimaging of education human interaction and wellbeing must be given priority. This must also be accompanied by a commitment to global solidarity that does not accept the levels of inequality that have been permitted to emerge in the contemporary world 
Curriculum and Training Manual: Reflection and Training in Adult Education Programs Year of publication: 2019 Author: Hadeel Gharaiba Corporate author: Child and Family Protection Association This curriculum and training manual is produced by the Training and Community Empowerment Center of the Family and Childhood Protection Association - Irbid. It was developed in cooperation with the German Association for Adult Education. It is a curriculum designed to help trainers and facilitators implement a set of exercises related to adult education programmes.This curriculum, and this guide, is the result of diligent work aimed at enhancing the capabilities of the Community Empowerment Center and its volunteers to prepare educational and training curricula and manuals that are based on the concepts of popular education. The topics of the guide came as a result of a number of programs and trainings implemented by the German Association for Adult Education, and as a basic need for the Training and Community Empowerment Center - Irbid. 
Environment: Human Rights, Gender and Comprehensive Sex Education at School Collection Year of publication: 2021 Corporate author: Ministry of Education, Argentina This material invites us to reflect on the environment at school with the aim of accompanying and contributing to the construction of educational institutions committed to environmental education, which are guarantors and promoters of rights. From a pedagogical and democratic approach, debates, theoretical tours and case studies on environmental problems are updated. 
Comprehensive Sex Education Year of publication: 2021 Corporate author: Ministry of Education, Argentina What are we talking about when we say Comprehensive Sex Education? What challenges does integrality take on? In this issue of the Human Rights, Gender and CSE at school collection you will find a series of activities to work in the classroom and a theoretical framework to think about CSE. 
Popular Education and Critical Pedagogies in Latin America and the Caribbean: Emancipatory Currents for Public Education in the 21st Century Year of publication: 2018 Author: Estela Quintar | Inés Cappellacci | Anahí Guelman | Claudia Loyola | María Mercedes Palumbo | Shirly Said | Laura Tarrio | Silvya De Alarcón | Beatriz Areyuana | Fabián Cabaluz | Felipe Zurita | Jonathan Piedrahita | Yicel Giraldo | Cindy Guzmán | Yolanda Pino | Andrés Castaño | Mónica Salazar Castilla | Héctor Fabio Ospina | Piedad Ortega Valencia | María Teresa Cruz Bustamante | Juan Carlos Hernández | Cándida Chávez | Ariana Celeste Aquino | Suyapa Pérez | Danilo R. Streck | Alfonso Torres Carrillo | Alfredo Manuel Ghiso | Oscar Jara Holliday Corporate author: Consejo Latinoamericano de Ciencias Sociales (CLACSO) In the pages and chapters of the book you walk through the corners of Bolivia with indigenous voices and struggles, through a Chile and an Argentina that go through stories, struggles and disputes over public affairs in the midst of hostile contexts, through a Central America (El Salvador, Costa Rica and Mexico) that rescues a tremendous legacy of organizational and revolutionary processes, and for Colombia, which in its fight for peace, collects the voices of organized youth. At the same time, this construction takes up great thinkers and collective actors who have enriched the paths of Popular Education and Critical Pedagogies.Thus, crossed by our Latin American history, by the distressing challenges and tensions that democracies go through today in each of our territories and contexts, by the conservative restorations that condition and surround us, Critical Pedagogies and Popular Education cannot but, according to what we have been seeing, that working in defense of the right to education that seems to be liquefying in several of our countries, they cannot help but put on the attire of a teacher to resist, from the state public school, the right to learn from children and young people and the right to be a teacher, to teach, of thousands of teachers who seem to want to be replaced by “educational leaders” and canned technological programs, with very good dividends for their importers. 
7th Meeting of UNESCO Category 2 Centres in Education: Meeting Report Year of publication: 2023 Corporate author: APCEIU This meeting report provides the summary of the 7th Meeting of UNESCO Category 2 Centres in Education held on 7 November 2023 in Paris, France. It offers an overview of the presentations delivered by Category 2 Centres in Education, outlining their programmes and activities for the upcoming years, specifically for 2024. 
United for SDG 4: The Global Education Coalition in Action Year of publication: 2024 Corporate author: UNESCO The Global Education Coalition, launched by UNESCO, is a platform for collaboration and exchange to protect the right to education and serves as a transformative accelerator towards SDG 4. This progress report of the Coalition builds on documents published in September 2020, March 2021, and March 2023 and covers activity between March 2023 and March 2024. Four years in and moving into its fifth, the Coalition works together to ensure all learners are empowered equally in and through education.