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UNESCO Framework for Culture and Arts Education: Implementation Guidance Année de publication: 2025 Auteur institutionnel: UNESCO Culture and the arts are integral to inclusive, equitable and quality education. They nurture creativity, critical thinking, and respect for cultural diversity, empowering learners to engage meaningfully with the world and to build more just, sustainable and peaceful societies. Yet, countries have not systematically incorporated culture and arts education across all levels of education. This Implementation guidance for the UNESCO Framework for Culture and Arts Education is a collective invitation to reimagine education by placing culture and the arts at its heart and advancing a transformative vision of education for all.Through a holistic approach, the Guidance supports the integration of culture and the arts across formal, non-formal and informal education, throughout life. It offers practical orientations to help Member States fulfil the commitment enshrined in the UNESCO Framework for Culture and Arts Education, adopted by Ministers of Culture and Education in 2024. With a global perspective, this Guidance will equip policy-makers, educators and cultural actors in developing inclusive, context-relevant policies, curricula and learning environments.The Guidance is a milestone on a shared journey, inviting countries to harness their cultural strengths, respond to emerging challenges, and work together towards a more inclusive education for all. 
Addressing Violent Pasts through Education: A Policy Guide Année de publication: 2025 Auteur institutionnel: UNESCO Teaching about violent pasts and their legacies is a powerful way to foster sustainable peace.Education can build a nuanced understanding of complex histories, raise awareness of the roots and legacies of violence, nationally and internationally, and sensitize learners for their own agency as actors of change for reconciliation and conflict prevention.Educating about violent pasts is a challenging yet critical endeavour for policy-makers globally. It entails tailored approaches and an important support for educators to address traumatic pasts sensitively and to navigate related emotions and narratives successfully.Building on UNESCO’s programme on Global Citizenship Education, this guide offers education policy-makers a set of strategies, principles, and education practices to effectively integrate education about violent pasts into local education systems. It suggests a comprehensive approach that spans formal and informal education and aligns with the 2023 Recommendation on Education for Peace, Human Rights and Sustainable Development, opening new perspectives on history education, dialogue, and conflict transformation. 
Youth Lens on the Silk Roads: Best Photos from the International Silk Roads Photo Contest; 6th Edition Année de publication: 2026 Auteur institutionnel: UNESCO This album presents the sixth edition of UNESCO’s Youth Eyes on the Silk Roads international photo contest. Organized by the UNESCO Silk Roads Programme, with the support of the Beijing International Peace Culture Foundation, this annual initiative invites talented young photographers from across the globe to explore the vibrant cultural heritage and diversity that thrive along these historic routes.The term “Silk Roads” symbolizes the vast network of historical trade routes linking East, South, and Southeast Asia with Central Asia, the Russian Steppes, the Indian Subcontinent, the Iranian and Anatolian Plateaus, and the Arabian Peninsula. These routes also extended into North and Northeast Africa and Europe, eventually reaching Western Europe and the Iberian Peninsula. Over centuries, these routes served as pathways for trade and vital corridors for cultural exchange, the dissemination of knowledge, and the blending of diverse traditions and practices. This intercultural exchange has significantly shaped contemporary societies, enriched identities, and fostered dialogue and mutual understanding among cultures.In this sixth edition, held under the theme ‘Life Celebrations’, young photographers have vividly documented festivities and cultural moments that highlight joy, unity, and shared heritage along the Silk Roads. Their powerful images capture how these celebrations and rituals continue to reflect and strengthen centuries-old connections between communities.The Youth Lens on the Silk Roads album presents 66 striking photographs from two age categories (14-17 and 18-25), illustrating the vibrant mosaic of cultural celebrations that unite communities across landscapes. Each image reveals the energy, resilience, and profound cultural richness of contemporary Silk Road societies. Together, these photographs celebrate the enduring legacy and dynamic spirit of the Silk Roads today. 
User Empowerment through Media and Information Literacy Responses to the Evolution of Generative Artificial Intelligence (GAI) Année de publication: 2024 Auteur: Divina Frau-Meigs Auteur institutionnel: UNESCO Key messages Artificial Intelligence and Generative AI are having a significant impact on people’s engagement with information, digital technology, and media. This raises concerns about control human agency and autonomy over information, decision making, gender equality, and freedoms in general. User empowerment through Media and Information Literacy (MIL) as a response to GAI, which is still in its infancy, needs to be fully deployed and public policy makers should be concerned in developing it well from the outset. MIL is necessary to build people’s ethical use of synthetic media, i.e. video, text, image or voice content fully or partially generated by AI-systems. The societal opportunities being deepened by GAI include: access to information, participation, employability, creativity, lifelong learning and creative industries. The societal potential risks being deepened by GAI include: disinformation, loss of data privacy, threats to integrity of elections, surveillance, lack of source reliability, discrimination, including gender-based and racial stereotypes, and copyrights violations. Building on familiarity in the face of urgency, AI literacy can be embedded in MIL to teach and train all sorts of communities (educators, librarians, youth workers, women networks, etc.). Ensuring explainable AI is key to both the design of MIL curricula and to the design of policy and governance around GAI. To build trust in information and education, source reliability needs to be revised to encompass the different types of “evidence” provided by GAI. MIL can train informed people from outside the technology industry to participate in the design, implementation and regulation of AI, in a manner that remains human-centered, gender-responsive and mindful of the public interest. Training for MIL is within the remit of governments and institutions of higher education, which have a duty to ensure MIL policy actions are sustained and strengthened over time, to be future-proof, in the face of an ever-evolving AI/GAI. 
International Day of Education 2025: Artificial Intelligence and Education: Preserving Human Agency in a World of Automation Année de publication: 2025 Auteur institutionnel: UNESCO International Day for Education 2025 aims to: Examine new possibilities offered by AI, especially for teaching, learning, assessment and educational administration. Promote the development of critical AI literacies by equipping educators and learners with the competencies needed to understand, use and influence AI technologies, in line with the UNESCO AI competency frameworks for teachers and students. Ensure that AI complements, rather than replaces, the essential human elements of learning, including the cultivation of in-person relationships and emotional intelligence. 
World Trends in Freedom of Expression and Media Development: Special Digital Focus 2015 Année de publication: 2017 Auteur: Iginio Gagliardone | Danit Gal | Thiago Alves Pinto | Gabriela Martinez Sainz Auteur institutionnel: UNESCO Given the success of the first World Trends report and the need for additional research, UNESCO led a second edition in the series, focusing in depth on selected digital-era trends. World Trends in Freedom of Expression and Media Development – Special Digital Focus 2015 provides a substantive analysis of key areas identified in the first World Trends as particularly relevant for further study, namely the issues of: online hate speech, protection of journalism sources, and the role of internet intermediaries in fostering freedom of expression, as well as continued focus on the safety of journalists. It also builds on issues raised in the 2015 UNESCO study titled Keystones to foster inclusive Knowledge Societies. 
Mainstreaming Social and Emotional Learning in Education Systems: Policy Guide Année de publication: 2024 Auteur institutionnel: UNESCO Why social and emotional learning is key to transform education Since 2015, there has been significant progress towards reimagining education for wider societal transformation in support of peace, justice, inclusion, equality and sustainability. Yet, the existing challenges have intensified, and new ones have emerged. The world is witnessing a resurgence of multiple forms of conflict and violence, from racism and discrimination, to hate speech and armed conflict. Our efforts to build sustainable peace through education are falling short. Some 250 million children are still out of school, and those in school are not acquiring the necessary knowledge and skills they need. This guide makes the case for integrating Social and Emotional Learning (SEL) in collective efforts to transform education. It highlights the impact of SEL in improving academic achievement, reducing drop- out rates, and improving overall mental health and well-being, and importantly, in strengthening emotional and relational dynamics of classrooms, schools, communities, and societies. The guide synthesizes the latest research and practice from the world, including case studies of concrete SEL implementation. It provides policy-makers with preliminary guidance to facilitate their conceptualization and integration of SEL in all facets of their education systems to build long-lasting peace and sustainable development. 
Reporting on Migrants and Refugees: Handbook for Journalism Educators Année de publication: 2023 Auteur institutionnel: UNESCO Covering migration: A challenge for journalism educators worldwide This handbook enables journalism educators worldwide to address one of the challenges of the 21st century – migration and refugee matters. In a set of thirteen modules, journalism educators are provided with a comprehensive curriculum. It covers all aspects needed to train analysis, research, presentation, marketing, and ethics of migration coverage.The handbook is unique as it comprises results of communication studies as well as political and social sciences. It has been developed by an international and cross-cultural group of media researchers, media educators and media practitioners.Journalism educators will be enabled to jump-start a new curriculum. Journalism students will learn that matters of migration and forced displacement are concerned about human beings and therefore require knowledge and awareness of accurate facts, reliable sources, ethical reporting and good practices. Experienced journalists will benefit from using the volume as a self-learning tool, and media development organizations may adapt the curriculum to their training plans.The project will impact a more comprehensive coverage of migrant and refugee matters in countries of origin, transit and destination, and a more balanced and informed public debate across countries and cultures. 
Artificial Intelligence and Gender Equality: Key Findings of UNESCO’s Global Dialogue Année de publication: 2020 Auteur institutionnel: UNESCO The purpose of the UNESCO’s Dialogue on Gender Equality and AI was to identify issues, challenges, and good practices to help: Overcome the built-in gender biases found in AI devices, data sets and algorithms; Improve the global representation of women in technical roles and in boardrooms in the technology sector; and Create robust and gender-inclusive AI principles, guidelines and codes of ethics within the industry. This Summary Report sets forth proposed elements of a Framework on Gender Equality and AI for further consideration, discussion and elaboration amongst various stakeholders. It reflects experts’ inputs to the UNESCO Dialogue on Gender Equality and AI, as well as additional research and analysis. This is not a comprehensive exploration of the complexities of the AI ecosystem in all its manifestations and all its intersections with gender equality. Rather, this is a starting point for conversation and action and has a particular focus on the private sector. It argues for the need to 1. Establish a whole society view and mapping of the broader goals we seek to achieve in terms of gender equality;2. Generate an understanding of AI Ethics Principles and how to position gender equality within them; 3. Reflect on possible approaches for operationalizing AI and Gender Equality Principles; and4. Identify and develop a funded multi-stakeholder action plan and coalition as a critical next step. 
UNESCO Women for Ethical AI: Outlook Study on Artificial Intelligence and Gender Année de publication: 2024 Auteur institutionnel: UNESCO The gender chapter of the UNESCO Recommendation on the Ethics of AI is a concrete commitment by 194 Member States to advance gender equality in the AI ecosystem. To track progress in the implementation of the gender provisions of UNESCO’s Recommendation, and to assess the impacts of AI on gender equality, the UNESCO Women for Ethical AI (W4EAI) Platform has been established. This report advances the workstream through evidence-based insights in three critical areas: women’s participation in AI development and deployment, the inclusion of gender equality concerns in AI governance and the impact of AI on gender equality. It highlights the significant underrepresentation of women in AI, the lack of gender-disaggregated data, and the compounded challenges women face in the field. The report also addresses the neglect of gender dimensions in AI policy, the risks posed by AI systems to women, and the need for responsible and ethical AI governance to promote gender equality. Finally, it outlines actionable recommendations to enhance gender equality through and in AI, emphasizing the importance of comprehensive data collection, targeted interventions, and inclusive policy-making.