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Addressing Hate Speech Through Education: A Guide for Policy-Makers Année de publication: 2023 Auteur institutionnel: UNESCO | UN. Office on Genocide Prevention and the Responsibility to Protect Hate speech is spreading faster and further than ever before as a result of social media user growth and the rise of populism. Both online and offline, hate speech targets people and groups based on who they are. It has the potential to ignite and fuel violence, spawn violent extremist ideologies, including atrocity crimes and genocide. It discriminates and infringes on individual and collective human rights, and undermines social cohesion. Education can play a central role in countering hateful narratives and the emergence of group-targeted violence. Educational responses to hate speech and all forms of hateful communication include:• Training teachers and learners on the values and practices related to being respectful global and digital citizens;• Adopting pedagogical and whole-school approaches to strengthening social and emotional learning;• Revising and reviewing curricula and educational materials to make them culturally responsive and to include content that identifies hate speech and promotes the right to freedom of expression;This policy guide developed by UNESCO and the United Nations’ Office on Genocide Prevention and the Responsibility to Protect explores these educational responses and provides guidance and recommendations to policy-makers on how to strengthen education systems to counter hate speech. 
Lutter contre les discours de haine par l’éducation Année de publication: 2025 Auteur institutionnel: UNESCO | United Nations Office on Genocide Prevention and the Responsibility to Protect Lutter contre les discours de haine par l’éducationLes discours de haine se propagent plus vite et plus loin que jamais du fait de l’augmentation du nombre d’utilisateurs des médias sociaux et de la montée du populisme. En ligne comme hors ligne, les discours de haine ciblent des personnes et des groupes sur la base de ce qu’ils sont. Ces discours sont susceptibles d'inciter et d’attiser la violence et d’engendrer des idéologies extrémistes violentes, pouvant mener à des atrocités criminelles et des génocides. Ils sont discriminatoires, portent atteinte aux droits humains individuels et collectifs et menacent la cohésion sociale.L’éducation peut jouer un rôle essentiel dans la lutte contre les discours de haine et l’émergence de violences visant des groupes particuliers. Les réponses éducatives aux discours de haine et à toutes les formes de communication haineuse comprennent :• la formation des enseignants et des apprenants aux valeurs et aux pratiques permettant d’être des citoyens du monde et des citoyens numériques respectueux ;• l'adoption d'approches scolaires globales et pédagogiques pour renforcer l’apprentissage social et émotionnel ;• l'examen et la révision des programmes scolaires et des supports pédagogiques pour les rendre culturellement adaptés et inclure des contenus qui permettent d'identifier les discours de haine et promeuvent le droit à la liberté d’expression.Ce guide stratégique, élaboré par l’UNESCO et le Bureau de la prévention du génocide et de la responsabilité de protéger des Nations Unies, analyse ces réponses éducatives et fournit des conseils et des recommandations aux décideurs politiques sur la manière de renforcer les systèmes éducatifs pour lutter contre les discours de haine. 
National Distance Learning Programmes in Response to the COVID-19 Education Disruption: Case Study of the Republic of Korea Année de publication: 2022 Auteur institutionnel: UNESCO This document is one of several case studies on national distance learning programmes in response to the COVID-19 education disruptions. The case of the Republic of Korea was drawn from the 2020 edition of Mobile Learning Week, organized online in October 2020 under the theme of 'Beyond Disruption: Technology Enabled Learning Futures'. Envisaged to be a continuously enriched mechanism for knowledge sharing and dissemination, the case studies aim to surface best practices worldwide in leveraging digital technology to build inclusive and crisis-resilient learning systems, and to inform the planning of digital transformation of education towards SDG 4 and the futures of learning. Each case study documents governance and funding mechanisms, needs-driven planning of distance learning solutions, evaluation of digital learning’s effects on mitigating disruptions and ensuring inclusion, and pedagogical innovations to maintain or improve the quality of learning. 
Ciudadanía alfabetizada en medios e información: pensar críticamente, hacer clic sabiamente Année de publication: 2023 Auteur: Alton Grizzle | Carolyn Wilson | Ramon Tuazon | C.K. Cheung | Jesus Lau | Rachel Fischer | Dorothy Gordon | Kwame Akyempong | Jagtar Singh | Paul R. Carr | Kristine Stewart | Samy Tayie | Olunifesi Suraj | Maarit Jaakkola | Gina Thésée | Curmira Gulston Auteur institutionnel: UNESCO ¿Podemos mejorar nuestras sociedades haciendo clic sabiamente?Los proveedores de contenidos como bibliotecas, archivos, museos, medios y empresas de comunicación digital pueden permitir un desarrollo inclusivo y sostenible. Sin embargo, no siempre están a la altura de estos ideales, lo que crea desafíos para los usuarios de estos servicios. Los proveedores de contenidos de todo tipo abren nuevas oportunidades para el aprendizaje permanente. Pero al mismo tiempo, plantean desafíos como la información falsa y la desinformación, el discurso de odio y la violación de la privacidad en línea, entre otros.La Alfabetización Mediática e Informacional es un conjunto de competencias que ayudan a las personas a maximizar las ventajas y minimizar los daños. La Alfabetización Mediática e Informacional abarca las competencias que permiten a las personas interactuar de manera crítica y efectiva con el contenido de las comunicaciones; las instituciones que facilitan este contenido y el uso de tecnologías digitales. Las capacidades en estos ámbitos son indispensables para la ciudadanía, independientemente de su edad o procedencia. Este Currículum pionero presenta un marco integral de competencias de Alfabetización Mediática e Informacional y ofrece a educadores y estudiantes sugerencias pedagógicas estructuradas. Cuenta con varios módulos detallados que cubren la gama de competencias necesarias para navegar por el ecosistema de comunicaciones de hoy.Este recurso vincula la Alfabetización Mediática e Informacional con cuestiones emergentes como la Inteligencia Artificial, la educación para la ciudadanía digital, la educación para el desarrollo sostenible, la alfabetización cultural y el aumento exponencial de la información falsa y la desinformación. Con el uso efectivo de este Currículum de Alfabetización Mediática e Informacional, todos pueden volverse alfabetizados mediáticos e informacionales, así como educadores pares de la Alfabetización Mediática e Informacional. 
الاستعراض الدوري الشامل وقدرته على تعزيز حرية التعبير والنفاذ إلى المعلومة وسالمة الصحفيين Année de publication: 2022 Auteur: Hina Jilani Auteur institutionnel: UNESCO This document introduces The Universal Periodic Review (UPR), including its function, content and guideline for practice, and evaluates its positive contributions to global human rights. The Universal Periodic Review (UPR) and its Potential to Foster Freedom of Expression, Access to Information and Safety of Journalists: Guidelines for National Human Rights Institutions (NHRIs) Année de publication: 2022 Auteur: Hina Jilani Auteur institutionnel: UNESCO This document introduces The Universal Periodic Review (UPR), including its function, content and guideline for practice, and evaluates its positive contributions to global human rights. El examen Periódico Universal (EPU) y su capacidad para promover la libertad de expresión, el acceso a la información y la seguridad de los periodistas : directrices para las instituciones nacionales de derechos humanos (INDH) Année de publication: 2022 Auteur: Hina Jilani Auteur institutionnel: UNESCO This document introduces The Universal Periodic Review (UPR), including its function, content and guideline for practice, and evaluates its positive contributions to global human rights. ’Examen périodique universel (EPU) et son potentiel pour la liberté d’expression, l’accès à l’information et la sécurité des journalistes : directives à l’intention des institutions nationales des droits de l’homme (INDH) Année de publication: 2022 Auteur: Hina Jilani Auteur institutionnel: UNESCO This document introduces The Universal Periodic Review (UPR), including its function, content and guideline for practice, and evaluates its positive contributions to global human rights. 
International Forum on AI and the Futures of Education: Developing Competencies for the AI Era Synthesis Report; 7-8 December 2020 Année de publication: 2021 Auteur: Fengchun Miao | Wayne Holmes Auteur institutionnel: UNESCO This synthesis report has been developed by the UNESCO Unit for Technology and Artificial Intelligence in Education within the Future of Learning and Innovation Team, drawing on the International Forum on AI and the Futures of Education held in Beijing and simultaneously online from 7 to 8 December 2020.The Forum underlined the importance of reviewing the very purpose of education, together with the opportunity for real transformation, and the role that AI might play. It is widely acknowledged that current educational practices and educational environment are very rigid, and that the future of education should be more flexible and responsive to changing circumstances and innovation. National education authorities should identify what skills young people need to enable them to live and thrive in the new realities of a constantly changing world, and what digital transformation makes possible in the national and international context. In short, new education models are needed to put students at the centre, to move away from a focus on memorizing content, to integrate the digital and the analogue, and to foster human cognitive, socioemotional and critical skills, all of which might – with foresight and careful attention – be enabled by AI and other digital technologies. 
Artificial Intelligence for Sustainable Development: Synthesis Report; Mobile Learning Week 2019 Année de publication: 2019 Auteur institutionnel: UNESCO During the five-day event for Mobile Learning Week 2019, UNESCO gathered participants from around the world to share experiences, initiatives and plan joint actions with a view to harnessing artificial intelligence (AI) to achieve Sustainable Development Goal (SDG) 4. The report stems from the work that the speakers presented and the insights that all the participants shared at the event.