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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
371 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
EIU Best Practices Series No. 11: Challenging Racial Prejudices, Promoting International Understanding ๋ฐํ ์ฐ๋: 2008 ๋จ์ฒด ์ ์: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.11 introduces a case study of the SMA Taman Harapan High School in Indonesia, conducted to explore prevalent issues of racial prejudices and devise methods to reduce racism. Research revealed that students held a degree of racist perception against people of certain heritage. Activities were conducted thenceforth, allowing participants to have direct and extended interactions with people of different cultures. Despite the short timeframe of the activity, perception on stereotypes did not change altogether, yet progress was evident in studentsโ understanding of the severity of the issue. As educators also learned ways to help alleviate the problem of racism, the case is an exemplary example of increasing cultural awareness and international understanding. 
EIU Best Practices Series No. 2: Promoting Racial Integration through Co-Curricular Activities ๋ฐํ ์ฐ๋: 2006 ๋จ์ฒด ์ ์: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.2 introduces a program in which Malaysian students of varied racial and ethnic backgrounds engaged in a dancing co-curricular activity to understand and embrace other cultures. Students were tasked to prepare cultural dances, while learning local history and customs. The successful program shows that racial integration can be promoted as a co-curricular activity, encouraging students to respect and overcome differences to create a harmonious community. 
EIU Best Practices Series No. 24: Innovative Practice of Inter-disciplinary Implementation of EIU based on World Heritages ๋ฐํ ์ฐ๋: 2011 ์ ์: QIAN Lixia ๋จ์ฒด ์ ์: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.24 introduces a research undertaken by the Research Center for ESD, which outline projects that can be implemented to explore and promote education for international understanding and world heritage. To test the effectiveness, the Center carried out activities such as role-playing discussions and hands-on festival experiences at four kindergartens of the Huijia Education Organization and the High School Affiliated to the Renmin University of China. Overall, such initiative increased multicultural awareness of students and teachers alike, and affirmed commitment for further research and development. 
EIU Best Practices Series No. 25: School-based In-service Programme ๋ฐํ ์ฐ๋: 2011 ์ ์: Yeshi Pemo ๋จ์ฒด ์ ์: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.25 introduces the case of the Damphu Lower Secondary School in Bhutan, which carried out a number of initiatives to promote culture of peace and EIU through workshops, literary activities, and contests for students, teachers, parents, and nation-wide UNESCO clubs. The case showcases that the educatorsโ aspirations toward education for peace can be achieved through the combination of excellent school leadership, strong commitment, high competency, and available resources. 
EIU Best Practices Series No. 27: Integrating EIU with the Curriculum for Gross National Happiness Education in Bhutan ๋ฐํ ์ฐ๋: 2012 ์ ์: Udhim Subba ๋จ์ฒด ์ ์: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.27 introduces Bhutanโs Yebilaptsa Middle Secondary School, in its effort to promote values of EIU as a complementary component of the Gross National Happiness Education efforts. Activities such as UNESCO club community activities, environmental learning, EIU cultural night, international exchange altogether exemplify effective ways to integrate EIU practices in the curriculum and extracurricular programs of schools. 
Apprendre ร vivre ensemble: Un programme interculturel et interreligieux pour lโenseignement de lโรฉthique: Rรฉsumรฉ ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: United Nations Children's Fund (UNICEF) | Interfaith Council on Ethics Education for Children | Arigatou Foundation What is the Learning to Live Together? How was it developed? Where and how can it be used? In the Executive Summary you can find answers to all these questions, as well as information about outstanding projects that show the potential of the programme. Learning to live together: an intercultural and interfaith programme for ethics education: Executive Summary ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: United Nations Children's Fund (UNICEF) | Interfaith Council on Ethics Education for Children | Arigatou Foundation What is the Learning to Live Together? How was it developed? Where and how can it be used? In the Executive Summary you can find answers to all these questions, as well as information about outstanding projects that show the potential of the programme. 
Learning to live together: poster ๋จ์ฒด ์ ์: United Nations Children's Fund (UNICEF) | Interfaith Council on Ethics Education for Children | Arigatou Foundation The poster is for the Learning to Live Together programme. The Learning to Live Together programme is built on two complementary learning modules, โUnderstanding Self and Othersโ and โTransforming the World Together,โ based on four core ethical values: respect, empathy, responsibility and reconciliation. 
A Pedagogical Guide on Global Citizenship Education in Korean Context ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: ์ ๋ค์ค์ฝ ์์์ํํ์ ๊ตญ์ ์ดํด๊ต์ก์ APCEIU has published a pedagogical guide on Global Citizenship Education (GCED) for Korean readers, which is the Korean adaptation of the UNESCO pedagogical guide, GCED: Topics and Learning Objectives (a.k.a. TLOs).Following the recently launched Korean translation of the TLOs, this Korean adaptation contextualizes the TLOs in Korean education, aligns its terminologies with Korean curriculum, and provides further explanations for Korean readers. This guide was developed by professors in the field of teacher education, primary and secondary school teachers, and curriculum developers with special expertise in GCED/EIU.It is hoped that this guide will help Korean educators and key stakeholders better understand GCED as a new pedagogy and also reflect on traditional teaching-learning experiences in various respects. รducation Mondiale ร la citoyennetรฉ: Sujets et objectifs d'apprentissage ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: ์ ๋ค์ค์ฝ ์์์ํํ์ ๊ตญ์ ์ดํด๊ต์ก์ APCECI a publiรฉ un guide pรฉdagogique sur l'รฉducation ร la citoyennetรฉ Mondiale (ECM) pour les lecteurs corรฉens, qui est l'adaptation corรฉenne du guide pรฉdagogique de l'UNESCO, ECM: Sujets et objectifs d'apprentissage (TLO) alias.Aprรจs la traduction corรฉenne a rรฉcemment lancรฉ le TLO, cette adaptation corรฉenne contextualise les TLO dans l'รฉducation corรฉenne, aligne ses terminologies avec curriculum corรฉen, et fournit d'autres explications pour les lecteurs corรฉens. Ce guide a รฉtรฉ รฉlaborรฉ par des professeurs dans le domaine de la formation des enseignants, les enseignants des รฉcoles primaires et secondaires, et les dรฉveloppeurs de programmes d'รฉtudes avec une expertise particuliรจre dans ECM / ECI.Il est ร espรฉrer que ce guide aidera les รฉducateurs corรฉens et les principaux intervenants de mieux comprendre ECM comme une nouvelle pรฉdagogie et de rรฉflรฉchir รฉgalement sur les expรฉriences d'enseignement et d'apprentissage traditionnelles ร divers รฉgards.