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Why Climate Change Matters for Human Security Año de publicación: 2022 Autor: Janani Vivekananda Autor corporativo: United Nations University | United Nations Environment Programme (UNEP) This paper outlines the state of knowledge regarding security risks related to climate change, synthesizing the existing scientific evidence to set out five broad pathways of risk. Climate change itself is rarely a direct cause of conflict. Yet, there is ample evidence that its effects exacerbate important drivers and contextual factors of conflict and fragility, thereby challenging the stability of states and societies. Climate change impacts such as coral bleaching, diversity loss, and erratic rainfall can stress livelihoods and drive displacement, increase resource conflicts, and challenge the security and stability of people and states worldwide. Managing these security risks requires action across the entire impact chain: work to mitigate climate change; reducing its consequences on ecosystems; adapting socioeconomic systems; better management of climate-induced heightened resource competition; and strengthening governance and conflict management institutions. And every dimension of the response must be conflict-sensitive and climate proof. Without the right responses, climate change will mean more fragility, less peace and less security. But this paper sets out illustrative examples of how, with a greater understanding of how climate change interacts with social, political, economic and environmental drivers of conflict and fragility, we will be better placed to make the kind of risk-informed decisions is integral to achieving international peace and security. 
The Impact of Climate Change on Education and What to Do about It Año de publicación: 2024 Autor: Sergio Venegas Marin | Lara Schwarz | Shwetlena Sabarwal Autor corporativo: International Bank for Reconstruction and Development | World Bank Education can be the key to ending poverty in a livable planet, but governments must act now to protect it. Climate change is increasing the frequency and intensity of extreme weather events such as cyclones, floods, droughts, heatwaves and wildfires. These extreme weather events are in turn disrupting schooling; precipitating learning losses, dropouts, and long-term impacts. Even if the most drastic climate mitigation strategies were implemented, extreme weather events will continue to have detrimental impacts on education outcomes. 
Greening Education Partnership: Getting Every Learner Climate-Ready Año de publicación: 2024 Autor corporativo: UNESCO Bangkok The UN Secretary-General calls the climate crisis ‘a battle for our lives’, as we still struggle to transform our societies to reach the 1.5°C-degree path recommended by the Paris Agreement. Rapid and radical transformation at all levels and in many aspects of our life is required, with education as a central and powerful means to support the adaptation and strengthening of the resilience of learners and societies. It is also important to ensure that education systems become more resilient to climate change to create safe and climate-proof schools. Building off of the knowledge and practice accumulated in Education for Sustainable Development (ESD), a new Greening Education Partnership aims to deliver strong, coordinated and comprehensive action which will prepare every learner to acquire the knowledge, skills, values, and attitudes to tackle climate change and to promote sustainable development. 
Scientific Education: New Methodologies for a Changing Society (Iberoamerican Journal of Education; vol. 87, no. 1) Año de publicación: 2021 Autor: F. Javier Perales | David Aguilera Autor corporativo: Organization of Ibero-American States for Education, Science and Culture (OEI) A society as changing as ours needs changes (innovations) and adaptations in the educational field that allow academics to be combined with social demands. We believe that this first monograph is representative of the richness and diversity of the proposals received which, in turn, constitute a sample of the strength of the community of teachers and researchers in their desire to make science education an attractive and efficient for new generations. Educación científica: Nuevas metodologías para una sociedad cambiante (Revista Ibero-americana de Educação; vol. 87, núm. 1) Año de publicación: 2021 Autor: F. Javier Perales | David Aguilera Autor corporativo: Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI) Una sociedad tan cambiante como la nuestra necesita de cambios (innovaciones) y adaptaciones en el ámbito educativo que permitan compaginar lo académico con las demandas sociales. Este primer monográfico estimamos que resulta representativo de la riqueza y diversidad de las propuestas recibidas que, a su vez, constituyen un muestrario de la pujanza de la comunidad de docentes e investigadores en su afán de hacer de la enseñanza de las ciencias una oferta atractiva y eficiente para las nuevas generaciones. 
Online Courses: Building Kinder Brains Through Accessible Digital Learning Course Brochure Año de publicación: 2023 Autor corporativo: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) UNESCO MGIEP focuses on achieving the United Nations (UN) Sustainable Development Goal (SDG) 4, Target 7 towards education for building peaceful and sustainable societies across the world by developing programmes that promote social and emotional learning, innovate digital pedagogies and empower the youth. UNESCO MGIEP‘s Social Emotional Learning (SEL) courses are research and evidence based with built-in assessments. The courses are multi-modal, interactive and self-paced, and are designed to build intellectual and emotional intelligence among learners. Currently the courses are available in English and are being adapted to Hindi, Spanish and Russian. 
Empowering Learners and Teachers for Climate Action Año de publicación: 2023 Autor corporativo: UNESCO Climate change is impacting every aspect of life around the world and posing a growing threat to people and their livelihoods. It is critical to equip learners with the knowledge, skills, attitudes and behaviours to effectively address the climate crisis. Globally, there remain significant gaps in how climate change education and sustainability are taught in classrooms. Getting every learner climate-ready requires a holistic approach that involves adapting curricula, training teachers, rethinking schools and empowering communities. As part of its ongoing work on Education for Sustainable Development (ESD) and its role as secretariat to the Greening Education Partnership, UNESCO is currently developing a Green School Quality Standard and Greening Curriculum Guidance to mainstream climate education in schools and educational institutions. 
الإرشادات التوجيهية لتخضير مناهج التعليم والتعلّم من أجل العمل المناخيّ Año de publicación: 2024 Autor corporativo: UNESCO This Guidance responds to the calls from young people for a holistic approach to climate change and sustainability in the curriculum. It outlines a common language on how quality climate change and sustainability can be reflected in the curriculum by setting expected learning outcomes per age group (from 5-year olds and up to 18+ age group, including a lifelong learning approach).This is crucial for accelerating country-level action and ensuring joint monitoring of progress. The objective is to have 90 per cent of all countries include climate change in their curricula by 2030, as established by the Greening Education Partnership.This Guidance aims to support countries, schools or individual practitioners in reassessing their ongoing practices to adopt a more action-oriented, holistic, scientifically accurate, justice-driven and lifelong learning approach to climate change. 
International Literacy Day: Background Paper on 'Youth and Adult Literacy in the Time of COVID-19; Impacts and Revelations' Año de publicación: 2020 Autor corporativo: UNESCO Specially prepared on the occasion of International Literacy Day 2020, this background paper illustrates the impact of the COVID-19 crisis on youth and adult literacy, based on the limited information that is currently available. It provides five regional snapshots and identifies preliminary lessons learned thus far, while aiming to inspire continued reflection and subsequent action. It also makes the case for the ongoing importance of advancing youth and adult literacy, a priority that was already neglected even before the pandemic but which deserves all our attention. ILD 2020 thus seeks to trigger reimaginations of literacy teaching and learning in the COVID-19 crisis and beyond, with a particular focus on the role of educators. 
AI Competency Framework for Students Año de publicación: 2024 Autor: Fengchun Miao | Kelly Shiohira Autor corporativo: UNESCO Artificial intelligence is increasingly integral to our lives, necessitating proactive education systems to prepare students as responsible users and co-creators of AI. Integrating AI learning objectives into official school curricula is crucial for students globally to engage with AI safely and meaningfully.The UNESCO AI Competency Framework for Students aims to help educators in this integration, outlining 12 competncies across four dimensions:- A human-centred mindset- Ethics of AI- AI techniques and applications- AI system designThese competencies span three progression levels:- Understand- Apply- Create The framework details curricular goals and domain-specific pedagogical methodologies.Grounded in the vision of students as AI co-creators and responsible citizens, the publication emphasizes critical judgement of AI solutions, awareness of citizenship responsibilities in the AI era, foundational AI knowledge for lifelong learning, and inclusive, sustainable AI design.