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Digital Citizenship in Asia-Pacific: Translating Competencies for Teacher Innovation and Student Resilience 出版年份: 2023 机构作者: UNESCO Bangkok A digitally-equipped and competent teaching force is crucial for cultivating students' digital citizenship skills. This UNESCO report, consisting of a comprehensive analysis comprising 15 countries in the Asia-Pacific region, unveils compelling evidence pertaining to what factors influence teachers' Information and Communication Technology (ICT) skills and their impact on students’ digital citizenship competencies. Perhaps unsurprisingly, the findings of this report show that students are developing most of their digital citizenship competencies through self-directed learning and outside of school. Nevertheless, teachers still play an important role, particularly in coaching students to use technology safely and effectively. Thus as UNESCO reports, Digital Creativity and Innovation remains relatively underdeveloped in all participating research countries. Additionally, female students tend to benefit more from teachers' guidance and advice, especially in terms of Digital Safety and Resilience. Support for teachers in terms of access to ICT infrastructure and training on ICT and pedagogical skills will contribute towards improving their ability to effectively guide and mentor their students, ultimately leading to better outcomes in terms of digital citizenship competencies. To achieve this, it is important for education systems to develop comprehensive and contextualized approaches to enhance digital citizenship capacities in teachers. Education policymakers and leaders are encouraged to use the 10 recommendations herein as a ‘roadmap’ to ensure that teachers are equipped with the necessary skills and knowledge to effectively integrate digital citizenship education into their teaching practices. This will ultimately help prepare students for the digital world and ensure their safety and well-being online. 
Study on the Cultivation of Students’ Digital Citizenship Literacy in the Political Ideology Course (Creative Education Studies; Vol.11, No.3) 出版年份: 2023 作者: 邹云霞 | 杨又 Human society is entering the digital age. The new generation of information technology has changed the way people exist, making them have a new form of digital citizens. While digital sur-vival brings convenience to youth students, it also brings about social problems such as cyberbullying, Internet addiction, online fraud and so on. Therefore, this paper first defines the concept of digital citizenship, then discusses the necessity of cultivating digital citizenship, and finally gives the corresponding measures to bring enlightenment for the cultivation of digital citizenship in the new era. 基于思想政治课的青年学生数字公民素养培育探究 (创新教育研究; Vol.11, No.3) 出版年份: 2023 作者: 邹云霞 | 杨又 人类社会迈入数字时代。新一代信息技术改变了人的存在方式，使其具有数字公民新形态。数字化生存给青年学生带来便利的同时，也产生了诸如网络暴力、网络成瘾、网络诈骗等社会问题。为此，本文首先界定了数字公民素养的概念，然后深入论述了其培育必要性，最后给出相应的解决措施，以期为新时代数字公民素养的培育带来启示。 
Journée internationale de l’éducation 2025 : L’intelligence artificielle et l’éducation : préserver l’autonomie dans un monde automatisé 出版年份: 2025 机构作者: UNESCO La Journée internationale de l’éducation 2025 vise à : Examiner les nouvelles possibilités offertes par l’IA, en particulier pour l’enseignement, l’apprentissage, l’évaluation et l’administration éducative. Promouvoir le développement de compétences critiques en matière d’IA en dotant les éducateurs et les apprenants des aptitudes nécessaires pour comprendre, utiliser et influencer les technologies d’IA, conformément aux cadres de compétences en IA de l’UNESCO pour les enseignants et les élèves. Veiller à ce que l’IA complète, plutôt qu’elle ne remplace, les éléments humains essentiels de l’apprentissage, notamment le développement des relations en présentiel et de l’intelligence émotionnelle. 
User Empowerment through Media and Information Literacy Responses to the Evolution of Generative Artificial Intelligence (GAI) 出版年份: 2024 作者: Divina Frau-Meigs 机构作者: 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. L’autonomisation des utilisateurs grâce aux réponses apportées par l’éducation aux médias et à l’information à l’évolution de l’intelligence artificielle générative (IAG) 出版年份: 2024 作者: Divina Frau-Meigs 机构作者: UNESCO Messages clés L’intelligence artificielle et l’IA générative influent grandement sur les rapports des indivi- dus à l’information, aux technologies numériques et aux médias. Mais cela ne va pas sans inquiétudes quant à leur contrôle, au pouvoir d’action et à l’autonomie dont disposent les utilisateurs vis-à-vis de l’information, à la prise de décisions, à l’égalité des genres et aux libertés en général. . Pour constituer une réponse à l’IAG, technologie qui en est à ses balbutiements, l’autonomisation des utilisateurs grâce à l’éducation aux médias et à l’information (EMI) doit être pleinement déployée, et les autorités publiques doivent s’efforcer de la promouvoir dès le début. L’EMI est indispensable pour garantir une utilisation éthique des médias synthétiques, c’est-à-dire des vidéos, textes, images et sons totalement ou partiellement créés à l’aide de systèmes d’IA. L’IAG offre de nombreuses opportunités sociales dans différents domaines, dont l’accès à l’information, la participation, l’employabilité, la créativité, l’apprentissage tout au long de la vie et les industries créatives, entre autres. Il existe cependant des risques sociaux potentiels aggravés par l’IA générative, dont : la désinformation, la perte de contrôle sur la confidentialité des données, les menaces pour l’intégrité des élections, la surveillance, le manque de fiabilité des sources, la discrimination notamment fondée sur le genre et les stéréotypes raciaux et les violations des droits d’auteur. Pour mettre à profit la familiarité face à l’urgence, la maîtrise de l’IA pourrait être intégrée dans les programmes d’EMI afin d’éduquer et de former des communautés très diverses (éducateurs, bibliothécaires, animateurs pour la jeunesse, réseaux de femmes, etc.). Pour bien concevoir non seulement les programmes d’EMI mais aussi la gouvernance de l’IAG et les politiques connexes, l’IA explicable joue un rôle essentiel. Pour renforcer la confiance dans l’information et l’éducation, la fiabilité des sources doit être réexaminée pour englober tous les différents types de « preuves » fournies par l’IAG. L’EMI peut former des acteurs éclairés n’appartenant pas au secteur de la technologie afin qu’ils contribuent à la conception, à la mise en œuvre et à la réglementation de l’IA d’une manière qui reste centrée sur l’humain, sensible au genre et soucieuse de l’intérêt public. La formation dans le cadre de l’EMI relève des gouvernements et des établissements d’enseignement supérieur, qui doivent veiller à ce que les actions politiques en la matière soient soutenues et renforcées dans la durée, pour s’adapter aux évolutions constantes de l’IA/IAG. International Day of Education 2025: Artificial Intelligence and Education: Preserving Human Agency in a World of Automation 出版年份: 2025 机构作者: 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. Día Internacional de la Educación 2025: Inteligencia Artificial y educación: preservar la autonomía humana en un mundo de automatización 出版年份: 2025 机构作者: UNESCO El Día Internacional de la Educación 2025 tiene por objeto: Examinar las nuevas posibilidades que ofrece la inteligencia artificial, especialmente en la enseñanza, el aprendizaje, la evaluación y la gestión educativa. Promover el desarrollo de alfabetizaciones críticas en IA, dotando a educadores y estudiantes de las competencias necesarias para comprender, utilizar e influir en las tecnologías de IA, en línea con los marcos de competencias en IA de la UNESCO para docentes y alumnos. Garantizar que la IA complemente, y no reemplace, los elementos humanos esenciales del aprendizaje, incluyendo la construcción de relaciones interpersonales y el desarrollo de la inteligencia emocional. 
Youth Report 2024: Technology in Education; A Tool on Our Terms! 出版年份: 2024 机构作者: UNESCO | Global Education Monitoring Report Team | Restless Development The 2024 Youth Report on technology in education is the result of an extensive consultation process in partnership with Restless Development involving +1500 youth and students across 8 regions. The consultations invited participants to reflect on the key challenges and opportunities for the use of technology in education in their regions through the lenses of the recommendations in the global 2023 Global Education Monitoring Report on technology in education: Technology on our terms. The discussions centred on the need for the use of technology in education to be appropriate for national and local contexts and to be equitable and leave no one behind. The report calls for decisions about technology in education to keep learners at the centre when deciding whether the use of technology in education would be appropriate, equitable, evidence-based, and sustainable. Through this report, young people have described what technology on their terms would look like. It concludes with a call to action calling which highlights concrete recommendations that governments can follow to ensure that technology in education is on youth terms. 
Global Education Monitoring Report 2024, Pacific: Technology in Education; A Tool on Whose Terms? 出版年份: 2024 机构作者: UNESCO | Global Education Monitoring Report Team | Commonwealth of Learning Information transmission and connectivity is crucial in the Pacific, a region characterized by high geographic dispersion. While the application of ICT in education has significant potentials, it is hindered by the region's limited and costly infrastructure. This edition accompanies the 2023 Global Education Monitoring Report, which acknowledges technology as a useful tool but invites the education community to question on whose terms it is deployed. The report considered four key policy areas of the Pacific Regional Education Framework (PacREF) (2018–2030): In terms of quality and relevance, mobile technology has offered an affordable and flexible approach to learning, and social media have improved communication between institutions, parents and learners. Moodle is the most widely used digital platform in the region. Textbooks are being digitalised and digital resources made available. Yet content is not always developed or adapted to local languages and cultural contexts. Open and distance learning has historically expanded learning pathways in the Pacific, specially in higher education and as a response to natural hazards. The University of South Pacific is a leading example of open and distance learning connecting campus across 12 countries. With the aim to enhance student outcomes and well-being, efforts have been made to incorporate digital skills into curricula and initiatives have increased outside formal education. Yet regulations do not adequately address threats from the use of technology to privacy, safety and well-being. With a focus on the teaching profession, countries leverage technology to provide training opportunities and transform the teaching profession. However, ICT training varies greatly across the region and limited digital infrastructure hinders technology integration into classrooms and teacher training. Three conditions need to be met for technology's potential to be fulfilled: equitable access to technology, appropriate governance and regulation, and sufficient teacher capacity. Supporting this publication is seven background thematic studies that provide a comprehensive overview of education technology issues; Commonwealth of Learning’s short case studies on some of its projects; a survey administered to key informed respondents from the region; and a series of country profiles on PEER, a policy dialogue resource describing policies and regulations related to technology in the region’s education systems.