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팬데믹 시대, 변혁적 교수법을 활용한 세계시민교육: 교사용 가이드 (초등·중등) Год публикации: 2020 Автор: 김화선 | 박재준 | 하승천 [초등 편] | 양철진 | 최인선 | 최윤경 [중등 편] Организация-автор: 유네스코 아시아태평양 국제이해교육원 본 교사용 가이드는 팬데믹과 관련된 다양한 세계시민교육 주제를 선정하여, 유네스코가 권장하는 변혁적 교수학습법(Transformative pedagogy)을 수업에 적용하여 실천해볼 수 있도록 구성하였다. 초등과 중등 수준에 맞춰 다양한 주제의 수업활동을 위한 교사용 팁과 교수학습자료도 포함하였다. 
Second Annual Meeting of the Global Citizenship Education Actors’ Platform: Meeting Report Год публикации: 2020 Организация-автор: APCEIU This meeting report provides readers with an overview of the sharing and discussion points during the “Second Annual Meeting of the GCED Actors’ Platform” held on 19 November 2020 virtually. The meeting was attended by regional coordinators and key representatives from the five Regional GCED Network (Arab States, Asia-Pacific, Europa and North America, Latin America and the Caribbean and Sub-Saharan Africa) and a representative from the GCED Youth Network. The meeting provided a space for discussion on the current implementation of GCED in each region, with focus on research, and suggestions on how to further strengthen the GCED promotion and collaboration across different regions amid the pandemic. 
Feasibility Study on Monitoring Global Citizenship Competences in the Asia-Pacific Region (Phase I) Год публикации: 2020 Автор: Aaron Benavot Организация-автор: APCEIU In accordance with SDG 4.7, countries are promoting GCED and other aspects of Target 4.7. It is necessary to measure learner levels and progress in global citizenship competencies to assess the extent to which learners are acquiring knowledge, attitudes, and skills related to global citizenship.This report is organized into three substantive sections. Section II discusses existing definitions and conceptualization of GCED and GCC drawing on different sources. Section III describes which Asia-Pacific countries are included in this feasibility study and how relevant policy and curriculum documents are identified and analyzed. This section also discusses some common and share features of GCED that emerge from an analysis of country documents. Section IV briefly reviews existing measurement approaches of GCED or related concepts and then proposes a Measurement Framework of GCC for possible use in the A-P region. Section V of the report provides some forward-looking suggestions. 
Ethical AI and GCED: Exploring the Expanding Domain of Artificial Intelligence (SangSaeng; No. 62, 2024) Год публикации: 2024 Организация-автор: APCEIU The 62nd issue of SangSaeng has been published with the theme of “Ethical AI and GCED: Exploring the Expanding Domain of Artificial Intelligence.” AI has never been as pervasive and influential as it is in today’s rapidly changing world. Despite the convenience and cutting-edge technology AI has offered us, it has the potential to pose a threat to humanity. This is where ethics for AI should come forward. In this regard, this issue will lead readers to the alarming side of AI as well as its future developments, focusing on the importance of GCED and AI ethics in tackling any potential problems. Contents03 Editor's Note 04 Special ColumnEmbracing Change to Cultivate Success — Integrating Global Citizenship Education into Tertiary Education / Dendev Badarch 08 FOCUS: Ethical AI and GCED: Exploring the Expanding Domain of Artificial IntelligenceRole of Ethics in the Era of AI — Protecting and Guiding AI Processes for Humanity to Flourish / Emma Ruttkamp-BloemPaying Attention to AI Ethics — An Avenue for a New Competitive Edge in Business / Myoungshin KimDriving Innovative Education — Balancing Future Possibilities and Ethical Concerns: How GCED Can be Used to Address AI Issues / Angelique Southern 20 Special ReportEmpowering a Climate Generation — From Classrooms to Climate Frontlines: The Transformative Role of Education highlighted at COP28 / Djian Sadadou 22 Best PracticesNavigating an AI Future — Ethical AI and the Importance of Critical Thought / Hannah GrantGLACE Brings the World to a City — Empowering Youth as Global Citizens: Lessons from Navotas City’s Project GLAC / Marco D. MedurandaLowering Eco-Anxiety — Teaching Climate Change Through Media and Information Literacy / Laetitia Legrand 33 GCED YOUTH NETWORK New Wave of Youth Advocacy — Role of AI in Youth Advocacy and its Ethical Implications to Global Citizenship / Oshan M. Gunathilake and Diego Manrique 36 Understanding the Asia Pacific RegionDiscovering Auroville — Where Boundaries Fade, Nature Thrives, and Global Minds Unite / Akanksha Arya 39 Peace in My MemoryHappiness without Violence — Mindanao Peace ForumCelebrates Building a Culture of Peace / Ludivina Borja-DekitPeace Scholar Passes Away Amidst Turbulent Times / Kwang-Hyun KIM 45 Story TimeThe Right Footing — My Life Has Purpose Thanks to Football / Hajar Abulfazl 48 LetterShared Challenges of Global Citizens / Natsuki Nagata 50 APCEIU in Action 
Guardians of the Pacific: A Teacher’s Guide to Celebrating, Preserving, and Promoting World Heritage Год публикации: 2024 Автор: Karena Menzie-Ballantyne | Nanise J. Young Okotai | Adi Meretui Tuvou Ratunabuabua Организация-автор: APCEIU Guardians of the Pacific: A Teacher’s Guide to Celebrating, Preserving, and Promoting World Heritage is an APCEIU initiative dedicated to advancing Global Citizenship Education (GCED) worldwide. Anchored in the principles of the Sustainable Development Goals (SDGs) and UNESCO World Heritage, the guide places a special emphasis on the rich and diverse heritage of the Pacific region. This Guide reflects GCED’s integrative approach, which encompasses three interconnected dimensions of learning: cognitive, socio-emotional, and behavioral. It encourages critical thinking about heritage and sustainability, fosters empathy by deepening understanding of the Pacific's unique cultural and natural environments, and inspires meaningful actions to protect and preserve local heritage. Tailored for educators working with students in upper primary (grades 4–6) and lower secondary (grades 7–9), the Guide provides step-by-step instructions and practical resources for incorporating Pacific World Heritage into classroom lessons and extracurricular activities. It is a valuable tool for nurturing awareness, appreciation, and stewardship of the Pacific region’s irreplaceable heritage in schools worldwide. <Table of Contents>ForewordHow to Use This GuideSection 1. Learning Framework Rationale Section 2. What Makes a Place Special?Section 3. The 2030 Agenda, Five Pillars and SDGsSection 4. Protecting People: Levuka Historical Port Town (Cultural Site)Section 5. Preserving the Planet: Phoenix Islands Protected Area (Natural Site)Section 6. Ensuring Prosperity: Rock Islands Southern Lagoon (Mixed Site)Section 7. Promoting Peace: Bikini Atoll Nuclear Test Site (Cultural Site)Section 8. Partnerships to Protect the Environment: East Rennell (Natural Site)Section 9. Taking Action to Promote and Protect a Special PlaceReferences WorksheetsPhoto Cards 
Confronting Inequality through GCED: Toward Justice, Inclusion, and Transformation (SangSaeng; No.65, 2025) Год публикации: 2025 Организация-автор: APCEIU The 62nd issue of SangSaeng has been published with the theme of “Ethical AI and GCED: Exploring the Expanding Domain of Artificial Intelligence.”AI has never been as pervasive and influential as it is in today’s rapidly changing world. Despite the convenience and cutting-edge technology AI has offered us, it has the potential to pose a threat to humanity. This is where ethics for AI should come forward. In this regard, this issue will lead readers to the alarming side of AI as well as its future developments, focusing on the importance of GCED and AI ethics in tackling any potential problems.Contents03 Editor's Note 04 Special ColumnEmbracing Change to Cultivate Success — Integrating Global Citizenship Education into Tertiary Education / Dendev Badarch08 FOCUS Ethical AI and GCED: Exploring the Expanding Domain of Artificial IntelligenceRole of Ethics in the Era of AI — Protecting and Guiding AI Processes for Humanity to Flourish / Emma Ruttkamp-BloemPayingAttention to AI Ethics — An Avenue for a New Competitive Edge in Business / Myoungshin KimDriving Innovative Education — Balancing Future Possibilities and Ethical Concerns: How GCED Can be Used to Address AI Issues / Angelique Southern 20 Special ReportEmpowering a Climate Generation — From Classrooms to Climate Frontlines : The Transformative Role of Education highlighted at COP28 / Djian Sadadou 22 Best PracticesNavigating an AI Future — Ethical AI and the Importance of Critical Thought / Hannah GrantGLACE Brings the World to a City — Empowering Youth as Global Citizens: Lessons from Navotas City’s Project GLAC / Marco D. MedurandaLowering Eco-Anxiety — Teaching Climate Change Through Media and Information Literacy / Laetitia Legrand 33 GCED YOUTH NETWORKNew Wave of Youth Advocacy — Role of AI in Youth Advocacy and its Ethical Implications to Global Citizenship / Oshan M. Gunathilake and Diego Manrique36 Understanding the Asia Pacific RegionDiscovering Auroville — Where Boundaries Fade, Nature Thrives, and Global Minds Unite / Akanksha Arya 39 Peace in My MemoryHappiness without Violence — Mindanao Peace Forum Celebrates Building a Culture of Peace / Ludivina Borja-DekitPeace Scholar Passes Away Amidst Turbulent Times / Kwang-Hyun KIM 45 Story TimeThe Right Footing — My Life Has Purpose Thanks to Football / Hajar Abulfazl 48 LetterShared Challenges of Global Citizens / Natsuki Nagata 50 APCEIU in Action 
2025 세계시민교육 국내 모니터링 체제 구축 연구 Год публикации: 2025 Автор: 박환보 | 박경희 | 길혜지 | 강지영 | 김종훈 | 지선미 Организация-автор: 유네스코 아시아태평양 국제이해교육원 유네스코 아시아태평양 국제이해교육원(APCEIU)은 한국의 맥락에서 지속가능발전목표(SDG) 4.7의 이행 현황을 파악하고자 2018년부터 세계시민교육 국내 모니터링 연구를 수행해왔다. 매년 정책, 교육과정, 교사교육, 학습자 평가 등 교육체계 전반을 대상으로 연구를 실시하며 국내 이행 현황을 분석하고, 이를 토대로 데이터 기반의 정책 환류를 도모해왔다. 2025년 연구는 이러한 연속적 노력의 일환으로, 국가·지역·학교 수준에서 세계시민교육이 어떻게 추진·실천되고 있는지를 종합적으로 검토하고자 실시되었다.본 연구는 세 가지 영역을 중심으로 이루어졌다. 첫째, 시·도교육청의 세계시민교육 관련 정책 및 사업 운영 현황을 분석하였다. 둘째, 2022 개정 초등학교 교육과정 내 세계시민교육 반영 양상을 과목별·영역별로 검토하였다. 셋째, 교사의 세계시민교육 실천 사례를 학습자 평가 측면에서 분석하였다. 이를 토대로 향후 국내 세계시민교육 모니터링을 위한 정책적 시사점도 제시하였다.이번 연구는 정책 적용 단계에서부터 현장 수업 과정에 이르기까지 국가 교육체계 전반에서 세계시민교육 이행 현황을 종합적으로 분석하였다는 점에서 의의를 지닌다. 연구 결과는 향후 세계시민교육 국내 모니터링 체제의 고도화와 SDG 4.7 글로벌 모니터링, 그리고 Post-2030 글로벌 교육 의제 논의에 참고 자료로 활용될 수 있을 것이다. 
Envisioning the Future of Assessment in Transformative Education: A Synthesis Report of the Expert Meeting on Evaluation and Assessment for Transformative Education: Towards and Beyond 2030 Год публикации: 2025 Автор: Esther Care Организация-автор: APCEIU Transformative education calls for learning that nurtures not only knowledge, but also the values, attitudes, and behaviours essential for inclusive, just, and sustainable societies. Recent global discussions, including UNESCO’s Reimagining Our Futures Together: A New Social Contract for Education and the Recommendation on Education for Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development, emphasise learning that fosters critical thinking, empathy, cooperation, and action-oriented engagement. Within this vision, assessment needs to evolve from primarily measuring achievement to supporting a process of learning that actively enables and evidences learners’ reflection, growth, and empowerment. Traditional approaches, which prioritise standardisation and summative outcomes, are insufficient for capturing the complex competencies at the heart of transformative education, such as socio-emotional development, critical reflection, ethical reasoning, and responsible action. These limitations raise fundamental questions about not only how transformative learning outcomes can be assessed across diverse systems and contexts, but also what purposes assessment should serve.To examine these issues, APCEIU convened the Expert Meeting on Evaluation and Assessment for Transformative Education: Towards and Beyond 2030, held in Seoul, Republic of Korea, on 2–3 July 2025. The meeting brought together global experts, researchers, and policymakers to discuss current challenges, share emerging practices, and consider strategic directions for reimagining assessment in support of transformative education.Building on these rich discussions, this report synthesises the key reflections and forward-looking perspectives shared during the meeting. Part I presents analytical insights and strategic considerations for advancing assessment in transformative education, while Part II documents the meeting proceedings, including presentations and collaborative discussions. 
2019: The International Year of Indigenous Languages (The UNESCO Courier. January-March 2019) Год публикации: 2019 Организация-автор: UNESCO With the designation of 2019 as the International Year of Indigenous Languages (IYIL2019), officially launched at UNESCO on 28 January, the international community reaffirms its commitment to supporting indigenous peoples in their efforts to preserve their knowledge and enjoy their rights. Since the adoption of the Declaration on the Rights of Indigenous Peoples (link is external) by the United Nations General Assembly on 13 September 2007, considerable progress has been made in this regard. Nevertheless, indigenous peoples still have a long way to go before they emerge from marginalization and overcome the many obstacles they face. One-third of the world’s people living in extreme poverty belong to indigenous communities, just as in a number of countries, legislation that promotes the rights of indigenous peoples remains incompatible with other laws that deal with issues such as agriculture, land, conservation, forestry, mining and other industries, according to Victoria Tauli-Corpuz (link is external), United Nations Special Rapporteur on the Rights of Indigenous Peoples. The Wide Angle section in this issue of the Courier is dedicated to these indigenous peoples. It takes its title from the Chinese proverb: “When you drink water, think of the source”, to remind us that indigenous knowledge, the source of all knowledge, deserve a prominent place in modernity. The issue also marks the celebration of International Mother Language Day (link is external), 21 February. 2019 : Année internationale des langues autochtones Год публикации: 2019 Организация-автор: UNESCO À une époque où la tension ne cesse de croître, où les droits de l'homme, la liberté d'expression, la paix et l'avenir de la planète semblent plus que jamais remis en question, le pouvoir de transformation véhiculé par l'éducation revêt une importance cruciale.Avec la désignation de 2019 comme Année internationale des langues autochtones(IYIL2019), lancée officiellement à l’UNESCO le 28 janvier, la communauté internationale réaffirme sa volonté de soutenir les peuples autochtones dans leurs efforts de préserver leurs savoirs et de jouir de leurs droits.Depuis l’adoption de la Déclaration sur les droits des peuples autochtones, par l’Assemblée générale des Nations Unies, le 13 septembre 2007, des avancées considérables ont été faites dans ce sens. Il n’en reste pas moins que les peuples autochtones ont encore un long chemin à parcourir avant de sortir de la marginalisation et de surmonter les nombreux obstacles auxquels ils doivent faire face. Un tiers des personnes qui vivent dans l’extrême pauvreté à travers le monde appartiennent à des communautés autochtones, de même que dans un bon nombre de pays, les législations en faveur des peuples autochtones demeurent incompatibles avec d’autres lois qui traitent notamment de l’agriculture, de la terre, de la conservation et des industries forestières ou minières, selon Victoria Tauli-Corpuz, Rapporteuse spéciale des Nations Unies sur les droits des peuples autochtones. Le dossier Grand angle de ce numéro du Courrier leur est consacré. Il emprunte son titre au proverbe chinois : « Quand tu bois de l’eau, pense à la source », pour rappeler que les savoirs autochtones, source de tous les savoirs, méritent une place prééminente dans la modernité. Il s’associe également à la célébration de la Journée internationale de la langue maternelle, le 21 février.