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Recommendation on Education for Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development 出版年份: 2023 机构作者: UNESCO Building more peaceful, just, and sustainable societies starts with education. It influences all aspects of our daily lives and our overall prospects while being impacted by our health and environment. In the global landscape of worsening climate change, democratic backsliding, persistent inequalities, rising discrimination, hate speech, violence and conflict, it can be a tool to address and prevent these problems in the future. And it can also be a long-term investment with increasing returns if shaped and deployed effectively. The new UNESCO Recommendation on Education for Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development, which is commonly referred to as the Recommendation on Education for Peace, Human Rights and Sustainable Development is a landmark guidance document that defines what needs to evolve in and through education to accomplish these goals. 평화, 인권, 국제이해, 협력, 기본적 자유, 세계시민성, 지속가능발전을 위한 교육 권고 出版年份: 2023 机构作者: 유네스코 이 권고는 ‘국제이해, 협력, 평화를 위한 교육과 인권, 기본적 자유에 관한 교육 권고(1974)’를 개정하여 2023년 제42차 유네스코 총회가 채택한 것이다. 
Marco de competencias para docentes en materia de IA 出版年份: 2025 作者: Fengchun Miao | Mutlu Cukurova 机构作者: UNESCO Orientación para docentes sobre el uso y el mal uso de la IA en la educaciónLa IA procesa enormes cantidades de información, genera nuevos contenidos y ayuda a la toma de decisiones mediante análisis predictivos. En el ámbito educativo, la IA ha transformado la relación tradicional docente-estudiante, creando una nueva dinámica docente-IA-estudiante. Este cambio exige replantear los roles de los docentes y las competencias que necesitan en la era de la IA. Sin embargo, son pocos los países que han definido estas competencias o desarrollado programas nacionales para capacitar a los docentes en IA, lo que deja a muchos educadores sin una orientación adecuada.El Marco de competencias en materia de IA para docentes aborda esta brecha al definir los conocimientos, habilidades y valores que los docentes deben dominar en la era de la IA. Desarrollada bajo los principios de protección de los derechos de los docentes, del fortalecimiento de la capacidad de acción humana y de la promoción de la sostenibilidad, la publicación describe 15 competencias que atraviesan cinco dimensiones: una forma de pensar centrada en el ser humano, la ética de la IA, los fundamentos y aplicaciones de la IA, la pedagogía de la IA, y la IA para el aprendizaje profesional. Estas competencias se clasifican en tres niveles de progresión: adquirir, profundizar y crear.Como una referencia global, esta herramienta orienta el desarrollo de marcos nacionales de competencias en IA, brinda insumos para los programas de formación docente y ayuda a diseñar parámetros de evaluación. También ofrece estrategias para que los docentes desarrollen conocimientos sobre IA, apliquen principios éticos y apuntalen su crecimiento profesional. 
Référentiel de compétences en IA pour les enseignants 出版年份: 2025 作者: Fengchun Miao | Mutlu Cukurova 机构作者: UNESCO Guider les enseignants à propos de l’usage judicieux ou problématique de l’IA en éducationL’intelligence artificielle (IA) traite une grande quantité d’informations, génère de nouveaux contenus et aide à la prise de décision grâce à des analyses prédictives. Dans le domaine de l’éducation, l’IA a transformé la relation traditionnelle entre l’enseignant et l’apprenant en un triptyque dynamique entre l’enseignant, l’IA et l’apprenant. Cette évolution exige de repenser le rôle des enseignants et les compétences dont ils ont besoin à l’ère de l’IA. Pourtant, peu de pays ont défini ces compétences ou élaboré des programmes nationaux pour former les enseignants à l’IA, ce qui prive de nombreux éducateurs d’un cadre adéquat.Le Référentiel de compétences en IA pour les enseignants comble cette lacune : il définit les connaissances, les habiletés et les valeurs que les enseignants doivent maîtriser à l’ère de l’IA. Élaborée dans le respect de la protection des droits des enseignants, de l’accroissement de l’agentivité humaine et de la promotion de la durabilité, la publication présente 15 compétences réparties en cinq composantes : une approche de l’IA centrée sur l’humain, l’éthique de l’IA, les fondements et les applications de l’IA, la pédagogie de l’IA et l’IA pour l’apprentissage professionnel. Ces compétences sont classées selon trois niveaux de progression : acquérir, approfondir, créer.En tant que référence internationale, cet outil sert de guide pour l’élaboration de référentiels nationaux de compétences en IA, apporte des informations sur les programmes de formation des enseignants et aide à définir des paramètres d’évaluation des apprentissages. Il fournit également aux enseignants des stratégies pour développer leurs connaissances en matière d’IA, respecter des principes éthiques et soutenir leur développement professionnel. 
Empowering Learners and Teachers for Climate Action 出版年份: 2023 机构作者: UNESCO Climate change is impacting every aspect of life around the world and posing a growing threat to people and their livelihoods. It is critical to equip learners with the knowledge, skills, attitudes and behaviours to effectively address the climate crisis. Globally, there remain significant gaps in how climate change education and sustainability are taught in classrooms. Getting every learner climate-ready requires a holistic approach that involves adapting curricula, training teachers, rethinking schools and empowering communities. As part of its ongoing work on Education for Sustainable Development (ESD) and its role as secretariat to the Greening Education Partnership, UNESCO is currently developing a Green School Quality Standard and Greening Curriculum Guidance to mainstream climate education in schools and educational institutions. 
Building Strong Foundations: What to Teach for Foundational Education for Health and Well-being (Building Strong Foundations Brief; 2) 出版年份: 2024 机构作者: UNESCO | United Nations Children's Fund (UNICEF) In a rapidly changing world, establishing strong foundations for children is vital for their well-being and resilience. Quality education is central to this endeavour and is the key to lifelong health and success. Recognizing that children thrive in the classroom when they are in good health, it is crucial to learn about health and well-being early on in primary schools. The Building strong foundations briefs, developed jointly by UNESCO and UNICEF, provide evidence-based guidance to support primary school-aged children to thrive through foundational education for health and well-being. Drawing from extensive research and consultations with leading experts from various fields and across the world, these briefs serve as a roadmap for education stakeholders to equip learners with the requisite knowledge and skills to navigate their current and future health and well-being needs. The present document is the second of four briefs. It is a go-to resource to better understand what makes a primary school curriculum effective in supporting health, well-being and learning. The brief provides practical tips and insights on integrating core thematic concepts for health and well-being into the curriculum, including concrete examples of learning objectives for lower primary and upper primary curricula. Whether a seasoned curriculum designer, a passionate educator or an individual involved in primary school curriculum processes, this brief equips readers with the tools to design impactful curricula for transformative learning, health and well-being. 
Why the World Needs Happy Schools: Global Report on Happiness In and For Learning 出版年份: 2024 机构作者: UNESCO Seeing a teacher smile. Hearing students laugh. Feeling a hug from a friend. Smelling fresh air. Tasting a nutritious school meal. These five senses can stimulate happiness at school and improve the learning experiences, outcomes and well-being of students. Through the ‘Happy Schools’ initiative, UNESCO is placing happiness at the core of the transformation of education. It encourages education systems to recognize happiness as both a means to and a goal of quality learning. The initiative is informed by a growing evidence base linking happiness with better learning, teaching, well-being and overall system resilience. This report presents the UNESCO global Happy Schools framework consisting of 4 pillars – people, process, place and principles – and 12 high-level criteria to guide the transformation of learning. It offers a holistic model for embedding happiness into education policies and cultivating it in schools through systemic changes. The report illustrates how the ‘Happy Schools’ initiative aims to create top-down and bottom-up transformation, encouraging governments to recognize happiness as a core objective of education. It supports the scaling of promising practices of joyful learning from the school to the policy level. 
Transforming Education Towards SDG4: Report of a Global Survey on Country Actions to Transform Education; Highlights 出版年份: 2024 机构作者: UNESCO In 2022, the United Nations Transforming Education Summit responded decisively to mobilize action, ambition and solidarity as well as to elevate education to the top of the political agenda. This powerful mobilization led to 143 countries presenting national statements of commitment, demonstrating their political resolve to reimagine and transform their education systems. On the Summit’s fi rst anniversary, UNESCO invited its Member States to participate in the Survey on Country Actions to Transform Education and report on how they have translated their commitments into actions. This document presents highlights from the Transforming Education Towards SDG 4: Report of a global survey on country actions to transform education. It showcases transformative actions that countries have undertaken to accelerate progress towards SDG 4. The report emphasizes that education must adopt a holistic, lifelong and comprehensive approach that addresses the development and well-being of individual learners and society. Transforming education requires placing inclusion, equity and gender equality at the core of policies and interventions. It also requires more and better education fi nancing, and investments in the teaching profession. 
Preparing for the Next Pandemic Leveraging Social and Human Sciences for Crisis: Lessons from COVID-19 出版年份: 2024 作者: Erwan Dianteill | N'Dri Thérèse Assié-Lumumba 机构作者: UNESCO The Social Sciences Response to COVID-19 Understanding the social impact of the COVID-19 pandemic is crucial for crafting effective and inclusive recovery policies. Prior to the pandemic, growing gaps in well-being were already undermining environmental sustainability, the social fabric, and progress worldwide. Fragile and unequal systems proved to be a pre-existing aggravating condition that fuelled the pandemic on a global scale. COVID-19 widened the gap between developed countries—which already had the financial means to respond to the crisis and had easy access to the vaccine—and the rest of humanity, resulting in devastating effects in the Global South, with more than 130 million people crossing the poverty line. Addressed to policymakers and scholars, this publication presents a comprehensive state of knowledge of the social science perspectives on the COVID-19 pandemic, covering a wide range of topics from its impact on mental health, education, climate change, economy, governance, migration, demography, digitalization, and more. The authors analyse the challenges faced by society during the pandemic and present actionable proposals for policymakers and practitioners. This publication is a reminder of the importance of Social Sciences and Humanities in addressing global challenges and provides a roadmap for future research and policy action to build more resilient societies. 
미디어․정보 리터러시 갖춘 시민 되기: 비판적으로 사고하고 현명하게 클릭하기! 出版年份: 2022 作者: 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 机构作者: 유네스코 현명한 클릭으로 우리 사회를 개선할 수 있을까? 도서관을 비롯한 아카이브, 박물관, 미디어와 디지털 통신 회사 같은 콘텐츠 제공자는 모든 이를 포용하고 지속 가능한 개발을 이루어내려는 역할을 지니고 있다. 하지만 콘텐츠 제공자가 그와 같은 이상에 근거해서만 움직이는 것은 아니기 때문에 서비스 사용자들은 어려움을 겪게 된다. 모든 콘텐츠 제공자는 평생학습의 기회를 열어 주기도 하지만 동시에 잘못된 정보나 허위정보, 혐오 표현, 온라인 프라이버시 침해 등과 같은 과제도 안겨 준다. 미디어·정보 리터러시란 사람들이 취할 수 있는 혜택은 최대로 얻고, 입을 수 있는 피해는 최소화할 수 있도록 하는 일련의 역량을 의미한다. 미디어·정보 리터러시는 커뮤니케이션 콘텐츠와 해당 콘텐츠를 제공하는 기관 및 디지털 기술을 비판적이고 효과적으로 이용할 수 있는 역량이다. 이는 나이, 배경과 관계없이 모든 시민이 필수적으로 갖추어야 하는 능력이다. 이 선구적인 커리큘럼은 미디어·정보 리터러시 역량의 종합적인 프레임워크를 제공하며, 교육자와 학습자가 활용할 수 있는 체계적인 교육적 방안을 제안한다. 또한 다양한 모듈을 제시하여 오늘날의 커뮤니케이션 생태계를 이해하는 데 필수적인 역량 범위를 상세하게 다루고 있다. 이 자료에서는 미디어·정보 리터러시를 지금 우리 사회에서 새롭게 부상하고 있는 문제들, 즉 인공지능을 비롯해 디지털 시민 교육, 지속가능 발전 교육, 문화 리터러시 및 허위정보와 잘못된 정보의 급증 등과 연계하여 다루고 있다. 본 커리큘럼을 효과적으로 활용한다면 누구나 미디어·정보 리터러시를 갖춘 시민은 물론, 미디어·정보 리터러시 동료 교육자도 될 수 있을 것이다.