Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,180 Results found
Digital Citizenship in Asia-Pacific: Translating Competencies for Teacher Innovation and Student Resilience Year of publication: 2023 Corporate author: UNESCO Bangkok A digitally-equipped and competent teaching force is crucial for cultivating students' digital citizenship skills. This UNESCO report, consisting of a comprehensive analysis comprising 15 countries in the Asia-Pacific region, unveils compelling evidence pertaining to what factors influence teachers' Information and Communication Technology (ICT) skills and their impact on students’ digital citizenship competencies. Perhaps unsurprisingly, the findings of this report show that students are developing most of their digital citizenship competencies through self-directed learning and outside of school. Nevertheless, teachers still play an important role, particularly in coaching students to use technology safely and effectively. Thus as UNESCO reports, Digital Creativity and Innovation remains relatively underdeveloped in all participating research countries. Additionally, female students tend to benefit more from teachers' guidance and advice, especially in terms of Digital Safety and Resilience. Support for teachers in terms of access to ICT infrastructure and training on ICT and pedagogical skills will contribute towards improving their ability to effectively guide and mentor their students, ultimately leading to better outcomes in terms of digital citizenship competencies. To achieve this, it is important for education systems to develop comprehensive and contextualized approaches to enhance digital citizenship capacities in teachers. Education policymakers and leaders are encouraged to use the 10 recommendations herein as a ‘roadmap’ to ensure that teachers are equipped with the necessary skills and knowledge to effectively integrate digital citizenship education into their teaching practices. This will ultimately help prepare students for the digital world and ensure their safety and well-being online. 
Citizens as Users of Languages and Digital Technology Year of publication: 2021 Corporate author: European Centre for Modern Languages (ECML) | Council of Europe A recent meta-analysis of the literature portrays male and female citizens who are users of languages and digital technologies. This helps to understand the goals of an education aimed at developing male and female citizens capable of using digital technology in a competent, informed, safe, responsible, ethical, and critical manner. Citoyens et citoyennes usagers et usagères des langues Year of publication: 2021 Corporate author: European Centre for Modern Languages (ECML) | Conseil de l'Europe Une méta-analyse de la littérature récente dresse le portrait des citoyens et citoyennes usagers et usagères de langues et du numérique. Cela permet de connaitre les objectifs d’une éducation qui vise le développement de citoyens et citoyennes capables d’utiliser le numérique d’une façon compétente, informée, sûre, responsable, éthique et critique. 
Thinking Beyond What I See: What Is Critical Thinking? Year of publication: 2018 Corporate author: Siente, Piensa y Actua This video is intended to exemplify critical thinking. We also share some strategies that will allow you to promote it in boys and girls. Pensando más allá de lo que veo: ¿Qué es el pensamiento crítico? Year of publication: 2018 Corporate author: Siente, Piensa y Actua Este video tiene la finalidad de ejemplificar el pensamiento crítico. Además te compartimos algunas estrategias que te permitirán promoverlo en niños y niñas. 
The Extent of Educational Readiness of Using Thinking Skills Strategy among Teachers at the Ministry of Education, Saudi Arabia: A Field Study (Arts for Educational & Psychological Studies; Vol.5, No.3) Year of publication: 2023 Author: Areej Ibrahim Ahmed Al Ansari Corporate author: Dhamar University This study aimed to identify educational readiness and willingness of teachers affiliated to the Ministry of Education to use critical thinking in their teaching, in Saudi Arabia. To achieve the study objectives, the descriptive survey method was adopted, and a questionnaire was used to collect data from the study sample which consisted of (733) male and female teachers, randomly selected from education directorates of Makkah, Jeddah, Taif, Al-Baha, Asir, Jazan, and Najran. The questionnaire included three main dimensions;and after testing its validity, and reliability, it was administered to the sample. The study results showed that teachers’ educational readiness scored a high degree of awareness that would allow achieving the goal of teaching by using critical thinking in schools as a teaching strategy approved by the Ministry of Education. The teachers also showed their understanding of the characteristics, skills and educational effects of the application of the critical thinking strategy in schools. The study recommended conducting future studies on the challenges and advantages of applying the critical thinking strategy from the perspective of students and teachers.Keywords: Extent of educational readiness, Critical thinking, Educational effects, School teachers. مدى الاستعداد التربوي لمعلمي وزارة التعليم بالمملكة العربية السعودية للتدريس بمسار التفكير الناقد- دراسة ميدانية (مجلة الآداب للدراسات النفسية والتربوية; Vol.5, No.3) Year of publication: 2023 Author: Areej Ibrahim Ahmed Al Ansari Corporate author: Dhamar University هدفت الدراسة إلى معرفة مدى الجاهزية التربوية لمعلمي وزارة التعليم واستعدادهم للتدريس بمسار التفكير الناقد في المملكة العربية السعودية، حيث وضعت الباحثة ثلاثة أسئلة بحثية. وعلى ضوء هذه الأسئلة، ولأجل تحقيق أهداف الدراسة انتهجت الباحثة المنهج الوصفي المسحي، حيث تمّ اختيار عينة عشوائية من المعلمين والمعلمات في كل من إدارات التعليم بمكة وجدة والطائف والباحة وعسير وجازان ونجران. وبلغ عدد العينة (733) معلما ومعلمة. كما استخدمت الباحثة الاستبانة كأداة للدراسة وقسمت إلى ثلاثة محاور رئيسة، وتم التأكد من صدق الأداة وثباتها من خلال عرضها على عدد من المحكمين المختصين. وأظهرت نتائج البحث أن الجاهزية التربوية لمعلمي وزارة التعليم في المملكة العربية السعودية على درجة عالية من الوعي تسمح بتحقيق الهدف من التدريس بأسلوب التفكير الناقد بمدارس التعليم العام كنظام تعليمي معتمد من الوزارة برز فيه مدى استيعابهم للسمات، والمهارات، والآثار التربوية المستهدفة من تطبيق مسار التفكير الناقد بمدارس التعليم العام بالمملكة العربية السعودية. وأوصت الدراسة بعمل دراسات مستقبلية عن تحديات تطبيق التدريس بمسار التفكير الناقد ومميزات تدريسه من قبل الطلاب والمعلمين. 
Education, Politics and Ideology: Theoretical Debates and Practical Contributions Year of publication: 2024 Author: David G. Miranda | Jorge Fabián Cabaluz Ducasse Corporate author: Latin American Council of Social Sciences (CLACSO) This book, "Education, Politics and Ideology: Theoretical Debates and Practical Contributions", is a work by the Latin American Pedagogies Research Group at the University of Playa Ancha, which is positioned from a critical perspective in the educational and pedagogical field. This currently implies, among other things, the relevance of discussing, polemizing and confronting those perspectives that have technified and instrumentalized pedagogy, reducing it to a merely practical, technical field, unrelated to epistemological, ethical, philosophical and/or political issues. In this direction, the essays that make up the book distance themselves substantially from those perspectives that conceive our field as a terrain that must advocate for neutrality, impartiality, and asepsis; and they propose clear and explicit positions with respect to social justice, democracy, equality, and dignity. Educación, política e ideología: Debates teóricos y contribuciones prácticas Year of publication: 2024 Author: David G. Miranda | Jorge Fabián Cabaluz Ducasse Corporate author: Latin American Council of Social Sciences (CLACSO) Este libro "Educación, política e ideología: debates teóricos y contribuciones prácticas", surge desde el Grupo de Investigación de Pedagogías Latinoamericanas de la Universidad de Playa Ancha, el cual se encuentra posicionado desde las perspectivas críticas del campo educativo y pedagógico, lo que implica en la actualidad, entre otras cosas, la relevancia de discutir, polemizar y confrontar aquellas perspectivas que han tecnificado e instrumentalizado la pedagogía, reduciéndola a un campo meramente práctico, técnico, ajeno a cuestiones epistemológicas, éticas, filosóficas y/o políticas. En esta dirección, los ensayos que componen el libro se distancian sustancialmente de aquellas perspectivas que conciben nuestro campo como un terreno que debe abogar por la neutralidad, la imparcialidad, la asepsia; y proponen posicionamientos claros y explícitos con respecto a la justicia social, la democracia, la igualdad, la dignidad. 
Education Reform in Pakistan Year of publication: 2014 Corporate author: International Crisis Group In April 2010, the eighteenth constitutional amendment committed Pakistan to free and compulsory education for all children between the ages of five and sixteen. Yet millions are still out of school, and the education system remains alarmingly impoverished. The madrasa (religious school) sector flourishes, with no meaningful efforts made to regulate the seminaries, many of which propagate religious and sectarian hatred. Militant violence and natural disasters have exacerbated the dismal state of education. The public education system needs to foster a tolerant citizenry, capable of competing in the labour market and supportive of democratic norms within the country and peace with the outside world.