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The Impact of a Program Based on Education for Sustainability Principles in Developing Awareness of Climate Change and the Environmental Citizenship Values Among Middle School Students in Slum Areas. (vol.48, no.2; International Journal for Research in Education) 出版年份: 2024 作者: Nermin Awny Mohammad | Ibrahim Ahmed Abdelhady 机构作者: United Arab Emirates University The research aimed to investigate the impact of a program grounded in sustainability education principles on the development of climate change awareness and environmental citizenship values among second-grade middle school students residing in slum areas. The study utilized a quasi-experimental approach. أثر برنامج قائم على مبادئ التربية من أجل الاستدامة في تنمية الوعي بالتغيرات المناخية، وقيم المواطنة البيئية لدى تلاميذ المرحلة المتوسطة بالمناطق العشوائية (vol.48, no.2 المجلة الدولية للأبحاث والتربوية) 出版年份: 2024 作者: Nermin Awny Mohammad | Ibrahim Ahmed Abdelhady 机构作者: United Arab Emirates University هدف البحث إلى الكشف عن أثر برنامج قائم على مبادئ التربية من أجل الاستدامة في تنمية الوعي بالتغيرات المناخية، وقيم المواطنة البيئية لدى تلاميذ الصف الثاني من المرحلة المتوسطة بالمناطق العشوائية، واعتمد البحث على المنهج شبه التجريبي 
Why Climate Change Matters for Human Security 出版年份: 2022 作者: Janani Vivekananda 机构作者: United Nations University | United Nations Environment Programme (UNEP) This paper outlines the state of knowledge regarding security risks related to climate change, synthesizing the existing scientific evidence to set out five broad pathways of risk. Climate change itself is rarely a direct cause of conflict. Yet, there is ample evidence that its effects exacerbate important drivers and contextual factors of conflict and fragility, thereby challenging the stability of states and societies. Climate change impacts such as coral bleaching, diversity loss, and erratic rainfall can stress livelihoods and drive displacement, increase resource conflicts, and challenge the security and stability of people and states worldwide. Managing these security risks requires action across the entire impact chain: work to mitigate climate change; reducing its consequences on ecosystems; adapting socioeconomic systems; better management of climate-induced heightened resource competition; and strengthening governance and conflict management institutions. And every dimension of the response must be conflict-sensitive and climate proof. Without the right responses, climate change will mean more fragility, less peace and less security. But this paper sets out illustrative examples of how, with a greater understanding of how climate change interacts with social, political, economic and environmental drivers of conflict and fragility, we will be better placed to make the kind of risk-informed decisions is integral to achieving international peace and security. 
The Impact of Climate Change on Education and What to Do about It 出版年份: 2024 作者: Sergio Venegas Marin | Lara Schwarz | Shwetlena Sabarwal 机构作者: International Bank for Reconstruction and Development | World Bank Education can be the key to ending poverty in a livable planet, but governments must act now to protect it. Climate change is increasing the frequency and intensity of extreme weather events such as cyclones, floods, droughts, heatwaves and wildfires. These extreme weather events are in turn disrupting schooling; precipitating learning losses, dropouts, and long-term impacts. Even if the most drastic climate mitigation strategies were implemented, extreme weather events will continue to have detrimental impacts on education outcomes. 
Greening Education Partnership: Getting Every Learner Climate-Ready 出版年份: 2024 机构作者: UNESCO Bangkok The UN Secretary-General calls the climate crisis ‘a battle for our lives’, as we still struggle to transform our societies to reach the 1.5°C-degree path recommended by the Paris Agreement. Rapid and radical transformation at all levels and in many aspects of our life is required, with education as a central and powerful means to support the adaptation and strengthening of the resilience of learners and societies. It is also important to ensure that education systems become more resilient to climate change to create safe and climate-proof schools. Building off of the knowledge and practice accumulated in Education for Sustainable Development (ESD), a new Greening Education Partnership aims to deliver strong, coordinated and comprehensive action which will prepare every learner to acquire the knowledge, skills, values, and attitudes to tackle climate change and to promote sustainable development. 
Scientific Education: New Methodologies for a Changing Society (Iberoamerican Journal of Education; vol. 87, no. 1) 出版年份: 2021 作者: F. Javier Perales | David Aguilera 机构作者: Organization of Ibero-American States for Education, Science and Culture (OEI) A society as changing as ours needs changes (innovations) and adaptations in the educational field that allow academics to be combined with social demands. We believe that this first monograph is representative of the richness and diversity of the proposals received which, in turn, constitute a sample of the strength of the community of teachers and researchers in their desire to make science education an attractive and efficient for new generations. Educación científica: Nuevas metodologías para una sociedad cambiante (Revista Ibero-americana de Educação; vol. 87, núm. 1) 出版年份: 2021 作者: F. Javier Perales | David Aguilera 机构作者: Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI) Una sociedad tan cambiante como la nuestra necesita de cambios (innovaciones) y adaptaciones en el ámbito educativo que permitan compaginar lo académico con las demandas sociales. Este primer monográfico estimamos que resulta representativo de la riqueza y diversidad de las propuestas recibidas que, a su vez, constituyen un muestrario de la pujanza de la comunidad de docentes e investigadores en su afán de hacer de la enseñanza de las ciencias una oferta atractiva y eficiente para las nuevas generaciones. 
Online Courses: Building Kinder Brains Through Accessible Digital Learning Course Brochure 出版年份: 2023 机构作者: Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) UNESCO MGIEP focuses on achieving the United Nations (UN) Sustainable Development Goal (SDG) 4, Target 7 towards education for building peaceful and sustainable societies across the world by developing programmes that promote social and emotional learning, innovate digital pedagogies and empower the youth. UNESCO MGIEP‘s Social Emotional Learning (SEL) courses are research and evidence based with built-in assessments. The courses are multi-modal, interactive and self-paced, and are designed to build intellectual and emotional intelligence among learners. Currently the courses are available in English and are being adapted to Hindi, Spanish and Russian. 
International Literacy Day: Background Paper on 'Youth and Adult Literacy in the Time of COVID-19; Impacts and Revelations' 出版年份: 2020 机构作者: UNESCO Specially prepared on the occasion of International Literacy Day 2020, this background paper illustrates the impact of the COVID-19 crisis on youth and adult literacy, based on the limited information that is currently available. It provides five regional snapshots and identifies preliminary lessons learned thus far, while aiming to inspire continued reflection and subsequent action. It also makes the case for the ongoing importance of advancing youth and adult literacy, a priority that was already neglected even before the pandemic but which deserves all our attention. ILD 2020 thus seeks to trigger reimaginations of literacy teaching and learning in the COVID-19 crisis and beyond, with a particular focus on the role of educators. 
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.