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Research on the Cultivation of Normal Students’ Information Teaching Ability (Vocational Education; Vol.11, No.2) Year of publication: 2022 Author: 左航 With the increasing emphasis on the deep integration of information technology and education teaching in the field of education, information teaching ability has become a necessary comprehensive quality for teachers in the 21st century. In process of cultivating normal students’ teaching ability, normal universities constantly improve the original traditional education mode, innovate and break through the cultivation of information-based teaching ability, ensure that normal students master the necessary information-based teaching ability for teachers, and adapt to the needs of social development for teaching ability after entering their career. This paper summarizes the information teaching ability, and analyzes the problems and deficiencies in the cultivation of information teaching ability of normal students in normal universities, and puts forward some suggestions to improve the training of information teaching ability of normal students, which will bring some reference significance to normal teaching and research personnel. 
Campus Planning Based on Concept of Sustainable Development and Environmental Adaptability: Taking Beibu Gulf University as an Example (Urbanization and Land Use; Vol.11, No.2) Year of publication: 2023 Author: 邓绍云 | 邱清华 Based on the concept of sustainable development and environmental protection, this paper ex-pounds and demonstrates the sustainable development of colleges and universities, and points out that colleges and universities must follow the concept of sustainable development to develop and grow, colleges and universities must expand the scale of enrollment, improve the benefits of education economy, the campus planning and design must be beautiful and spectacular, and adapt to the local culture and environment is very important and necessary. Taking Beibu Gulf University as an example, this paper expounds that only in this way can the university develop and grow continuously for a long time, enhance the attraction of students, improve the teaching quality and education reputation. 
Reflections and Countermeasures on Traditional Education in the Age of Artificial Intelligence: Taking ChatGPT as an Example (Advances in Education; Vol.13, No.5) Year of publication: 2023 Author: 罗蕾 | 张祖国 | 幸丽君 Since the turn of the century, the pace of scientific and technological advancement has been increasing rapidly, like a rolling wave gaining momentum. As a result, the topic of artificial intelli-gence and its potential applications has remained a hot topic in the field of education. The introduction of ChatGPT had an immediate and significant impact on the domestic education industry. Addressing how to manage this impact on teaching activities has become an urgent issue that requires prompt consideration and resolution. In light of the ongoing impact of artificial intelligence technology on traditional teaching methods, this article focuses on ChatGPT’s response as an intervention point, delving into a thorough analysis of the inherent strengths and weaknesses of traditional teaching modes, as well as the opportunities and challenges presented by intelligent teaching. Through our analysis of artificial intelligence, we aim to propose effective measures and explore new directions for the development of education in its influence. 
Evaluation of UNESCO’s response to the Covid-19 pandemic Year of publication: 2023 Corporate author: UNESCO This evaluation report summarises the findings of a comprehensive evaluation on how UNESCO has adapted and responded to the Covid-19 pandemic. It describes and assesses the relevance and effectiveness of UNESCO’s programmatic response across all of its Sectors, and reviews how efficiently the Organization adapted itself to ensure business continuity during the pandemic. With an overall focus on learning, the evaluation identified a series of lessons and useful innovations made during the pandemic. The report’s five recommendations aim to guide UNESCO towards sustaining useful innovations and further increasing the crisis resilience of its operations and programme. 
World Heritage: Testimonies to Our Humanity Year of publication: 2022 Corporate author: UNESCO The Convention for the Protection of the Cultural and Natural Heritage is an international agreement based on the principle that some places on Earth embody outstanding universal value that should be part of the shared heritage of humankind. UNESCO recognizes cultural and natural sites of outstanding universal value, and protects them for the benefit of all. As a basis for mutual understanding and dialogue, the responsibility for protecting our shared heritage requires cooperation among all States Parties as well as civil society, local communities and the private sector. The idea of reconciling the conservation of cultural sites with that of natural sites originated in the United States of America. A White House conference in Washington, D.C., in 1965 called for the creation of a “World Heritage Foundation” that would stimulate international cooperation to protect “the most extraordinary places, landscapes, and historic sites for the present and future of all mankind.” In 1968, the International Union for Conservation of Nature (IUCN) made similar proposals to its members. These proposals were presented at the United Nations Conference on the Human Environment in Stockholm in 1972. Eventually, all parties concerned agreed on a single text. The Convention concerning the Protection of the World Cultural and Natural Heritage was adopted by the General Conference of UNESCO on 16 November 1972. In recognizing both cultural and natural aspects of heritage, the Convention reminds us of the interaction between human beings and nature and the fundamental need to preserve the balance between the two. 
Reimagining Education: Beyond the Rhetoric (The Blue Dot; No.13, 2021) Year of publication: 2021 Corporate author: 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. 
Toward a More Inclusive Post-COVID Recovery: A Tool to Further the Caribbean Policy Agenda Year of publication: 2022 Author: Anna Kasafi Perkins | Stacy Richards-Kennedy | Don Marshall | R. Clive Landis Corporate author: UNESCO Kingston | University of the West Indies The Caribbean is a grouping of islands and low-lying coastal countries of sovereign nations and dependent territories that share a history of colonialism and coloniality,1 which has shaped and continues to shape their “complex mix of political and administrative structures”. Indeed, Caribbean nations experience a “paradoxical, type of political sovereignty and experience of development”. All Caribbean nations have been classified by the United Nations as Small Island Developing States (SIDS), taking account of “the peculiar social, economic and environmental vulnerabilities” they experience. Caribbean SIDS are highly indebted and vulnerable to climate change, hurricanes and other natural hazards. At the same time, theirs is a paradoxical existence as their vulnerabilities place them alongside least developed countries, in spite of some being designated by the World Bank as high or middle-income countries. Such classification limits access to the international financing needed towards achieving the Sustainable Development Goals. 
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 
Education in a Post-COVID World: Additional Considerations (In-Progress Reflection; No.43, 2021) Year of publication: 2021 Author: Renato Opertti Corporate author: UNESCO International Bureau of Education (IBE) This discussion document analyses some implications of the ideas proposed in the seminal UNESCO document “Education in a post-COVID world: Nine ideas for public action” (2020). Based on the work of the International Commission on the Futures of Education, the documents’ contributors included prominent figures with a wide range of professional and policy experience who hail from various regions of the world. The set of nine interconnected ideas illuminates the way forward toward the transformation of education and education systems and a reimagined future seen through a progressive lens. On one hand, it reaffirms basic principles, understandings, and commitments with regard to education as a global common good and universal human right; it also articulates the need to both reinvent multilateralism for a new global order and, crucially, to mobilize ideas and funding for transforming education. On the other hand, the document advocates for a comprehensive educational agenda, including the following critical issues: (i) visualizing educators as decision-makers in educational systems; (ii) appreciating students as active actors with rights; (iii) recognizing the value and specificity of the school space; (iv) addressing the dilemmas around technology’s ability to serve as an equalizer of opportunities; and (v) revisiting educational content for the sustainability of younger generations. 
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.