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Podcast: Aprendizaje para el futuro; Ciudadanía digital; Herramientas para prevenir e irradicar el ciberacoso 出版年份: 2022 作者: Alheli Arona | Patricio Romero 机构作者: Chile Foundation | Educarchile Una de las dimensiones de la ciudadanía digital es la protección y la seguridad. Dentro de esta se encuentra el acoso digital o ciberacoso, un problema que durante los meses de octubre y diciembre de 2021 afectó a más de un 22% de estudiantes en Chile según la Encuesta de Participación Ciudadana “Juntos frente al ciberacoso y la violencia digital” aplicada por la Superintendencia de Educación. ¿Qué podemos hacer las y los docentes, equipos directivos y profesionales de la educación para prevenir y erradicar este tipo de violencia y ayudar a nuestros estudiantes? 
Resource Kit for Working With Families in Digital Citizenship 出版年份: 2024 机构作者: Chile. Ministry of Education The role of families and guardians is essential to help children and adolescents learn to navigate the digital environment, taking advantage of its opportunities and minimizing its risks. For this reason, it is important that schools work with families and guardians to provide support in the digital environment, safeguarding the rights of children and adolescents and promoting their autonomy in a progressive way, through the development of digital citizenship. This kit is composed of: Capsules for parents/guardians that deal with issues related to the digital environment, Booklets “Recommendations for working with families on their mediating role in the use of mobile devices” and a training module “Digital Citizenship”. Kit de recursos para el trabajo con familias en ciudadanía digital 出版年份: 2024 机构作者: Chile. Ministerio de Educación El rol de las familias y tutores es fundamental para ayudar a los niños, niñas y adolescentes a aprender a desenvolverse en el entorno digital aprovechando sus oportunidades y minimizando sus riesgos. Por esta razón, resulta importante que desde el espacio escolar se trabaje con las familias y tutores para realizar un acompañamiento en el entorno digital, resguardando la protección de los derechos de niños, niñas y adolescentes y favoreciendo su autonomía de forma progresiva, a través del desarrollo de la ciudadanía digital. Este kit está compuesto por: Cápsulas para apoderados/as que tratan temas relacionados con el entorno digital, Cartillas “Recomendaciones para trabajar con familias su rol mediador en el uso de dispositivos móviles” y un módulo de formación “Ciudadanía Digital”. 
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: UNESCO 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. 
AI and the Future of Education: Disruptions, Dilemmas and Directions 出版年份: 2025 机构作者: UNESCO Artificial intelligence (AI) is reshaping the way we learn, teach and make sense of the world around us, but it is doing so unequally. While one-third of humanity remains offline, access to the most cutting-edge AI models is reserved for those with subscriptions, infrastructure and linguistic advantage.These disparities not only restrict who can use AI, but also determine whose knowledge, values and languages dominate the systems that increasingly influence education.This anthology explores the philosophical, ethical and pedagogical dilemmas posed by disruptive influence of AI in education. Bringing together insights from global thinkers, leaders and changemakers, the collection challenges assumptions, surfaces frictions, provokes contestation, and sparks audacious new visions for equitable human-machine co-creation.Covering themes from dismantling outdated assessment systems to cultivating an ethics of care, the 21 think pieces in this volume take a step towards building a global commons for dialogue and action, a shared space to think together, debate across differences, and reimagine inclusive education in the age of AI.Building on UNESCO’s Recommendation on the Ethics of AI, its Guidance on Generative AI in Education and Research and its twin AI competency frameworks for teachers and students, such a global commons can direct collective sense-making and bold reimagination around curricula, pedagogy, governance and policy with human rights, justice and inclusion at its core. 
Recommendation on Education for Peace, Human Rights and Sustainable Development: An Implementation Guide 出版年份: 2025 机构作者: UNESCO There is no peace without education. With conflicts rising on so many fronts, there has never been a more urgent need for a transformed education geared towards building and sustaining peace.The Recommendation on Education for Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development, adopted by all 194 Member States of UNESCO in 2023, articulates a humanistic and transformative vision of education that can help address contemporary and future affronts to peace. These challenges range from the resurgence of conflicts driven by systemic inequalities and injustices, the rise and spread of hate speech, racism and discrimination particularly online, to the adverse effects of digital technologies and the existential threat of climate change.UNESCO has developed this Guide as the first of several tools to assist Member States in unpacking and fully implementing the 2023 Recommendation. The Guide elaborates its contents, integrating the 2023 Recommendation’s transdisciplinary lens to connect key concepts and issues. It also provides concrete ideas and curated resources for action at different levels and types of education, while calling for a multi-stakeholder and whole-of-society approach that includes everyone and builds on existing positive efforts.The Guide is a timely addition to the pool of available collective resources to fully implement the 2023 Recommendation and foster an education that is transformative for a just and peaceful world. 
Les effets de l’IA sur la vie professionnelle des femmes 出版年份: 2022 作者: Clementine Collett | Gina Neff | Livia Gouvea Gomes 机构作者: UNESCO | Inter-American Development Bank | Organisation for Economic Co-operation and Development (OECD) L'utilisation des technologies d'IA aura une incidence sur les opportunités de travail des femmes, ainsi que sur leur position, leur statut et leur traite,ent sur le lieu de travail. Partout dans le monde, les femmes dans la population active gagnent moins que les hommes, passent plus de temps à s'occuper des enfants et des personnes âgées sans être rémunérées, occupent moins de postes à responsabilités, sont moins présentes dans les domaines des sciences, de la technologie, de l'ingénierie et des mathématiques(STEM) et ont tendance à occuper des emplois plus précaires dans l'ensemble. En exploitant l'IA, les gouvernements, les institutions et les entreprises doivent réduire les inégalités femmes-hommes plutôt que les perpétuer ou de les exacerber. Ce rapport, rédigé par la BID, l'OCDE et l'UNESCO, présente les connaissances actuelles sur position, leur traitement et leur statut dans la population active. Pour ce faire, il explore à l'avenir. Il examine l'impact potentiel des technologies d'IA nouvelles et naissantes sur les cométences dont les employeurs auront besoin, sur la manière dont les femmes structurés grâce à un contrôle et une surveillance automatisée. Le rapport dresse la liste des opportunités et des défis que l'IA présente pour la vie professionnelle des femmes et souligne les complexités que présentent les différents contextes nationaux et régionaux pour comprendre l'impact de l'IA sur le travail des femmes. Le rapport note également que les recherches actuelles ne permettent pas de dresser un tableau complet ou précis de l'impact de l'IA sur la vie professionnelle des femmes et appelle à poursuivre les recherches et les analyses dans ce domaine. 
International Conference on Artificial Intelligence and Education, Planning Education in the AI Era: Lead the Leap; Final Report 出版年份: 2019 机构作者: UNESCO The current report is an exhaustive account of the discussion and debate at the International Conference on Artificial Intelligence and Education (hereafter referred to as ‘the conference’) held in Beijing from 16 to 18 May 2019. Under the overarching theme of ‘Planning Education in the AI Era: Lead the Leap’, the conference was structured into seven plenary sessions and 16 breakout sessions complemented by a live exhibition and study tours to facilitate forwardlooking debates, share cutting-edge knowledge and AI solutions, and deliberate on sector-wide strategies. 
The Impact of AI on Curriculum Systems: Towards an Orbit-Shifting Dialogue (In-Progress Reflection; no. 32, 2019) 出版年份: 2019 机构作者: UNESCO International Bureau of Education (IBE) ‘Artificial Intelligence’ (AI) refers to the theory and development of computer systems able to perform tasks normally requiring human intelligence. In order to achieve transformational change in contemporary curriculum systems and learning environments, we need to engender an orbitshifting dialogue about the potential relationship between AI and education, in terms of both independent variables (threats), and dependent variables (opportunities). Through such a dialogue, we need to create foresight indicators that can predict the process of this relationship. It is, however, crucial that the relationship between AI and education is strong and directly proportionate. If the potential of the relationship is not exploited sufficiently, then underdeveloped education systems will lag behind and fail to achieve their potential for transformation, whether radical or incremental. Indeed, some may even become obsolete. The paper contends that in order to effectively contribute to the knowledge economy and to sustainable development in the age of the 4th Industrial Revolution (characterized by a fusion of cyber-physical technologies) modern educational systems need to overcome obstacles to innovation in order to maximize the potential for transformative change. To achieve this will require an ‘orbital shift’ in educational planning, practice and resourcing, to enable schools to respond more effectively to the rapidly changing needs of young people, society, the economy and environment in the third decade of the 21st century. Schools, educational institutions and environments, need to transform from being primarily spaces for teaching and taking exams, into spaces for innovation and personal learning, based on a culture of actively listening to the voices, choices, needs and goals of learners. Teachers need to become facilitators, coaches and mentors for learners. Schools need to create AI-enabled, flexible, collaborative working spaces. Visionary, energetic educational leaders need to communicate effectively with all stakeholders, including employers and parents, to inspire and manage change and smart decision-making to develop schools of the future. The aim of this reflection is to initiate an ‘orbit-shifting’ dialogue about the potential of AI applications to transform all components of the curriculum system to meet emergent 21st century educational goals. The conceptualization aims to explore the variable roles and impact of curriculum learning and assessment on these emerging educational goals. Theme 1 of the paper outlines the concepts and characteristics of a range of existing AI systems and their potential to enhance teaching learning and assessment. Theme 2 reflects on the potential to embrace AI systems across the curriculum system. Theme 3 proposes an action model to enable AI to have an ‘orbit shifting impact’ on all the components of the curriculum system (i.e. learners, teachers, learning environments, leadership and management, content, pedagogy and assessment) by enhancing opportunities for individualization, creativity and uniqueness. 
지역기반 세계지역학습을 위한 AI기반 챗봇의 개발과 활용: 문화 다양성 이해를 중심으로 (국제이해교육연구; Vol. 17, No. 1) 出版年份: 2022 作者: 오동주 | 황홍섭 机构作者: 한국국제이해교육학회 본 연구는 지역기반 세계지역학습을 위한 마이크로러닝용 AI 챗봇을 개발하고 수업에 적용하였다. 이를 위해 빅데이터 분석기법을 활용하여 해운대기반 세계지역학습을 위한 지역과 주제를 도출한 결과, 대상지역은 주로 동남아시아, 주제는 음식, 문화, 예술, 공연, 관광 등으로 나타났다. 빅데이터 분석결과를 기반으로하여 해운대기반 세계지역학습을 하기 위해 동남아시아 10개국에 관한 텍스트(사진, 지도, 동영상 등 포함) 형태의 총 1,070개 문답형태의 마이크로콘텐츠(microcontents)를 개발하였다. 개발한 마이크로콘텐츠를 포함하여 마이크로러닝(microlearnig)을 위한 챗봇 시스템을 설계하고, 구현할 수 있는 챗봇을 개발하여, 수업에 적용한 결과, 챗봇을 활용한 학습자들은 자기주도적인 맞춤형 개별화 학습을 할 수 있었다. 특히 지역기반 세계지역학습을 위해 전통적인 교실수업에서 느끼지 못했던 미래교실공간에서 자신들이 살고 있는 해운대 지역이 어떻게 동남아시아의 여러 나라의 의, 식, 주를 비롯하여 어떻게 연관되는지를 쉽게 이해하게 되어 학습자의 이해도와 만족도가 높았다. 아울러 해운대기반 세계지역학습은 탄력적 공간확대 원리를 현장에 적용할 수 있어서 창의적 수업을 통해, 교과서의 한계를 잘 극복할 수 있게 해 주었다. 학습자들은 수업을 통하여 다문화적 관점에서 다름이라는 문화의 다양성과 글로벌 관점에서 유사함이라는 상호의존성을 통하여 함께 살아가는 세계시민성의 자질을 함양할 수 있었다.