مركز موارد المعلمين

This publication has been designed both for new and experienced teachers, as well as other professionals working in non-formal education settings that engage with upper primary and secondary students.  

Purpose: 

1.By using principles of GCED, digital citizenship, and media and information literacy, the guidelines aim to build the capacities of teachers to prepare learners to understand the implications of global and digital transformations on education, and to build opportunities to practice ethical and responsible behaviours in physical and digital environments. They provide guidance on tapping into the positive potential of the digital transformation, including through new access to information, possibilities of connection, and the creation of tailored content.  

2. Build learners’ capacities to think critically about the influences and content that they encounter and engage in creating in physical and digital spaces. 

3. Shape learners’ understanding of global challenges and how they can contribute to the Sustainable Development Goals (SDGs) through globally oriented digital citizenship.

This short guide provides teachers with action-based approaches to address waste and trash management for sustainable development. It contains infographics and factsheets, inspiring initiatives taken by youth all around the world and activities that can be implemented in class or outside, over one day or several class sessions.  

The purpose of this teacher guide is to inspire teachers who want to work with climate change and sustainable development with their students. In this guide, you will find examples of teaching activities and teacher reflections on these activities. The activities described should be seen as inspiration. They could be adjusted according to a specific teaching context as preferred, thus aligned with the same objectives and perceived outcomes. The EU-project in which the activities were developed, was carried out with upper secondary students (aged 16-19). With smaller changes by the teachers, younger students can also work with the suggested activities. Beyond the goal of learning about climate change and sustainable development, the activities enable students to practice their critical thinking, and develop their communication and presentation skills. 

This resource kit includes several components that provide teachers with information on why and how to incorporate living heritage into their school based activities. It was developed as a result of the UNESCO–EU initiative on cultural heritage and education, under the European Year of Cultural Heritage in 2018, and it builds on projects across a variety of subjects developed by teacher from 10 countries.

This is UNESCO's first resource with a regional focus on teaching to prevent atrocity crimes. It was developed with the United Nations and in partnership with the UNESCO International Institute for Capacity Building in Africa (IICBA). The guide was informed by exchanges with African stakeholders and advisors and tested through a piloting exercise with African teachers and students. It provides principles for teachers to consider in facilitating learning and constructive discussions with their students.

يهدف هذا الدليل إلى تزويد المعلمين بمجموعة مختارة من الموارد التعليمية ذات الصلة، المتاحة داخل الفصل الدراسي وخارجه (ملخصات الأنشطة القصيرة والدروس والوحدات التعليمية) التي تهدف إلى غرس مبادئ سيادة القانون بين تلاميذ المدارس الثانوية
 
 يمكن استخدام هذا الدليل أيضًا من قبل المهنيين العاملين في قطاع التعليم غير الرسمي أو العاملين مع الشباب، على سبيل المثال، في المؤسسات الرياضية ومنظمات المجتمع المحلي والعمل الاجتماعي والعاملين في القضاء.
 
الدليل لمعلمي المدارس الابتدائية متاح هنا.

يهدف هذا الدليل إلى تزويد المعلمين بمجموعة مختارة من الموارد التعليمية ذات الصلة، المتاحة داخل الفصل الدراسي وخارجه (ملخصات الأنشطة القصيرة والدروس والوحدات التعليمية) التي تهدف إلى غرس مبادئ سيادة القانون بين تلاميذ المدارس الابتدائي.

يمكن استخدام هذا الدليل أيضًا من قبل المهنيين العاملين في قطاع التعليم غير الرسمي أو العاملين مع الشباب، على سبيل المثال، في المؤسسات الرياضية ومنظمات المجتمع المحلي والعمل الاجتماعي والعاملين في القضاء.

الدليل لمعلمي المدارس الثانوية متاح هنا.

This is UNESCO’s first teacher’s guide on the prevention of violent extremism through education. It was developed in order to ensure its relevance in different geographical and socio-cultural contexts. Therefore, it can be used as it is or further contextualized, adapted and translated in order to respond to the specific needs of learners. 

The guide seeks to:
- provides practical advice on when and how to discuss the issue of
violent extremism and radicalization with learners;
- help teachers create a classroom climate that is inclusive and conducive
to respectful dialogue, open discussion and critical thinking.

This guide provides teachers with the necessary tools to highlight historical and current themes from the animated film "Where is Anne Frank".

It includes a preparatory lesson, a lesson to discuss the film and four detailed thematic follow-up lessons. The film and the lessons are accompanied by extensive background information and ready-to-use worksheets with information, questions and assignments.

This anti-cyber bullying resource is designed to enable students to develop a positive sense of themselves and a commitment to caring for themselves and others.

It includes a set of ten lesson plans that is intended to be used by teachers and schools who wish to address the issue of bullying as a whole, with particular focus on the issue of cyber bullying.

These guidelines offer concrete, hands-on guidance for teachers and educators, primarily in primary and secondary education, to promote digital literacy and tackle disinformation.

They offer clear explanations of technical concepts, class-exercises for fact-checking, ways to encourgage "good" online habits and ways to assess students regarding their copetencie snt he field of digital literacy.