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The Comparison of Environmental Information Disclosure System among China, Japan and the United States from the Perspective of Public Participation Année de publication: 2018 Auteur: Yu Guanghui | Yang Qiuju | Huang Peng | Liao Yaqin | Tian Qianjin This paper compares the publication of environment information in China, Japan and the U.S., and provides suggestions on promoting public participation in environmental issues in China. 
Artificial intelligence in education: challenges and opportunities for sustainable development Année de publication: 2019 Auteur: Pedró, Francesc | Subosa, Miguel | Rivas, Axel | Valverde, Paula Artificial Intelligence is a booming technological domain capable of altering every aspect of our social interactions. Ineducation, AI has begun producing new teaching and learning solutions that are now undergoing testing in differentcontexts. This working paper, written for education policymakers, anticipates the extent to which AI affects the education sector to allow for informed and appropriate policy responses. This paper gathers examples of the introduction of AI in education worldwide, particularly in developing countries, discussions in the context of the 2019 Mobile Learning Week and beyond, as part of the multiple ways to accomplish Sustainable Development Goal 4, which strives for equitable, quality education for all. First, this paper analyses how AI can be used to improve learning outcomes, presenting examples of how AI technology can help education systems use data to improve educational equity and quality in the developing world. Next, thepaper explores the different means by which governments and educational institutions are rethinking and reworking educational programmes to prepare learners for the increasing presence of AI in all aspects of human activity. Thepaper then addresses the challenges and policy implications that should be part of the global and local conversations regarding the possibilities and risks of introducing AI in education and preparing students for an AI-powered context. Finally, this paper reflects on future directions for AI in education, ending with an open invitation to create new discussions around the uses, possibilities and risks of AI in education for sustainable development. 
Bridge Zambia Project Report Année de publication: 2019 Auteur institutionnel: Korean National Commission for UNESCO | Zambia National Commission for UNESCO The Bridge Zambia Project (the Project) has been implemented jointly between the Korean National Commission for UNESCO (KNCU) and its partners in Zambia since October 2010. In March 2019, KNCU’s involvement in the Project will come to an end and Zambia will take over full responsibility for the Project as it goes forward. The Project has supported grassroots activities through the establishment of a Community Learning Centre (CLC), which acts as a hub of community-led development activities in non-formal education. The Project has mobilized and empowered communities and local leadership to take charge of non-formal education programmes with the aim of assisting Zambia to attain UNESCO’s Education for All goals and UN Sustainable Development Goal 4 (SDG 4), concerning education quality. 
A Review of Education for Sustainable Development and Global Citizenship Education in Teacher Education Année de publication: 2017 Auteur: Douglas Bourn, Frances Hunt, Phil Bamber Auteur institutionnel: University College London. Institute of Education This paper has been produced to inform UNESCO in its preparation for the 2017 Global Education Monitoring Report (GEM) Report. Its purpose is to examine the current preparation of teachers in Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) as outlined in the Sustainable Development Goal (SDG) target 4.7.The literature for this study is based on looking not only at material that makes direct reference to ESD and GCED, but also broader themes that have a potential bearing on these areas such as a sense of global, social and environmental responsibility and a commitment to social justice.In this paper teacher education includes the initial and in-service continuing professional development (CPD) of teachers. 
2030 SDGs GAME Année de publication: 2016 Auteur institutionnel: Imacocollabo The 2030 SDGs Game is a multiplayer, in-person, card-based game that simulates taking the “real world” into the year 2030. Designed in Japan in 2016, this experience has become a powerful and impactful social phenomenon in Japan, earning extensive media coverage and reaching over 12,000 participants last year. 2030 SDGs Game events are held in corporate, governmental, educational, and community settings, and now has over 100 trained facilitators in a rapidly growing community within Japan. Now, due to a growing demand to bring the game to the rest of the world, we have created an English edition and are beginning to introduce it to a wider audience overseas. The game is designed to be played with anywhere from 5 to 50 players. (That number can be expanded to a maximum of around 200 with multiple parallel ‘worlds’ operating at the same time.) Play time is approximately 1 hour; with the necessary explanation and reflection afterward, it requires a minimum of 90 minutes, and generally works best in a 2 ½ hour time frame. 
International Environmental Politics and Critical Approach to Global Citizenship Education Année de publication: 2017 Auteur: Zheng Fuxing The research and practice of global citizenship education have thrived since 1990s, but the effectiveness of global citizenship education is limited. The research cannot avoid the problematic premise of the possibility of global citizenship education. The identity predicament of global citizen and alienation of local implementing make probability of the global citizenship education problematic. The practial predicament of the global citizenship education maninfest5s that the nation state is the key factor of policy implementation. Environmental question, which is about global common good, attracts the attention from the government of most of nations, and becomes the good case for exploring the feasibility of global citizenship education. Environmental politics explain the inequality and injustice in the globally enviromental governance which made the global citizenship education critical. The critical ecopedagogy becomes the new form of global citizenship. The practice of the global citizenship education becomes viable by hybrid activism generated by dialectical movement between local and global in the limit of nation-state. 国际环境政治与全球公民教育的批判路径 Année de publication: 2017 Auteur: Zheng Fuxing 自20世纪90年代以来，全球公民教育研究和实践蓬勃发展，然而全球公民教育实践的效果很有限。对于全球公民教育的探讨不能回避“全球公民教育如何可能”这一前提性问题。“全球公民”身份推衍困境、“在地实施”的“异化”后果让全球公民教育实施的可能性成为问题。环境问题既是一个“全球共同利益”问题，也是各国政府关心的问题，为解答“全球公民教育何以可能”提供了较好的切入点。国际环境政治解释了全球环境治理中发展中国家与发达国家的不合作与不平等状况。以全球环境问题及其治理作为教育内容，全球公民教育具有批判性。批判的生态教育学成为全球公民教育的重要实践形态。在既有的国家边界限制下，批判的生态教育学通过全球与在地的混合行动，让全球公民教育获得了一种新的可能性。 
تقرير أهداف التنمية المستدامة 2017 Année de publication: 2017 Auteur institutionnel: United Nations (UN) يستعرض تقرير أهداف التنمية املستدامة لعام 2017 التقدم المحرز نحو تحقيق الأهداف السبعة عشر في السنة الثانية من تنفيذ خطة التنمية المستدامة لعام 2030 .ويستند التقرير إلى أحدث البيانات المتاحة. وهو يسلط الضوء على المكاسب والتحديات في الوقت الذي يتحرك فيه المجتمع الدولي صوب تحقيق الطموحات والمباديء التي تبناها في خطة عام 2030. 
Learning-service and Citizenship Education Année de publication: 2011 Auteur: Josep M.ª Puig Rovira | Mònica Gijón Casares | Xus Martín García | Laura Rubio Serrano Auteur institutionnel: Universidad de Barcelona The aim of this article is to present the methodology of service learning as an especially significant contribution to citizenship education. Service learning is an activity that combines community service and curricular learning. It is an educational setup in which a circular link is formed between participation in services created to meet a community need and the learning of knowledge and values. The project presents an initiative for education in values and citizenship based on experience, participation and critique. Service learning is at the same time an excellent instrument for making education more inclusive and for helping students develop a set of basic skills that can only be acquired through a comprehensive, contextualized activity. Through service learning, students acquire a real, committed engagement with the search for the common good; this acquisition of commitment is a key formative mechanism in achieving a complete education for citizenship. The article begins by analyzing the different elements that make up citizenship education and the pedagogical means required for their acquisition. The concepts of ‘practice’ and ‘citizenship practice’ are the basis for proposing service learning as an ideal methodology for educating participative citizens who can contribute to the common good. The rest of the article is devoted to analyzing each of the constitutive aspects of service learning. This portion of the article begins by presenting a more-precise definition of ‘service learning’ and continues with an analysis of the components of service learning: social needs, the learning of contents and competences, community service, partnerships between institutions and the required networking. The article concludes by reviewing the different levels at which service learning has an impact and identifying and organizing the various personal acquisitions and institutional achievements that this type of educational activity provides. Aprendizaje-servicio y Educación para la Ciudadanía Année de publication: 2011 Auteur: Josep M.ª Puig Rovira | Mònica Gijón Casares | Xus Martín García | Laura Rubio Serrano Auteur institutionnel: Universidad de Barcelona El objetivo de este artículo es presentar la metodología del aprendizaje-servicio como una aportación especialmente relevante para la Educación para la Ciudadanía. El aprendizaje- servicio es una actividad que combina el servicio a la comunidad con el aprendizaje curricular. Es una propuesta educativa que vincula de una manera circular la participación en servicios pensados para satisfacer alguna necesidad de la comunidad y el aprendizaje de conocimientos y valores. Con ella, la educación en valores se pone en práctica de una manera participativa y crítica. Al mismo tiempo, también es un buen instrumento para hacer una educación más inclusiva y para desarrollar un conjunto de competencias básicas que solo pueden adquirirse a través de un trabajo global y contextualizado. Incorporar la intervención real y comprometida de los educandos en la búsqueda del bien común es un mecanismo formativo imprescindible para lograr una completa Educación para la Ciudadanía. Para lograr este objetivo, el escrito empieza analizando los distintos aprendizajes que supone la Educación para la Ciudadanía, así como los medios pedagógicos para alcanzarlos. Los conceptos de práctica y de práctica de ciudadanía permiten proponer el aprendizaje-servicio como una metodología idónea para lograr la formación de una ciudadanía participativa y capaz de contribuir al bien común. A continuación, se analizan los aspectos constitutivos del aprendizaje-servicio. Se presenta primero una aproximación más exacta a su definición y luego se desglosan sus componentes: las necesidades sociales, el aprendizaje de contenidos y competencias, el servicio a la comunidad, el partenariado entre instituciones y el trabajo en red que requiere. Al final del artículo se muestran los distintos niveles en los que impacta el aprendizaje-servicio, y se señalan y ordenan las distintas adquisiciones personales y logros institucionales que proporciona este tipo de actividad educativa.