The course aims to provide an overview of the GCED (Global Citizenship Education) as well as its background, concepts under the framework of UNESCO, and guidelines for teaching and learning. The course will help participants gain an understanding of the key concepts and principles of GCED, recognize educational issues relevant to GCED, and identify pedagogical approaches to GCED.        Chapter 1  The World We Live in 1     Chapter 2  The World We Live in 2    Chapter 3  The Education We Need    Chapter 4  Emergence of GCED as Global Education Agenda    Chapter 5  Understanding GCED within SDG4    Chapter 6  Who is a Global Citizen?    Chapter 7  What is Global Citizenship Education(GCED)?    Chapter 8  Thematic Areas of GCED    Chapter 9  Learning Contents of GCED    Chapter 10    Teaching GCED to Transform: Pedagogical Principles of GCED    Chapter 11  How to Teach GCED Effectively: Teaching Strategies and Approaches    Chapter 12  GCED in Practice: Teaching GCED in Classroom    Certificates will be given to participants who fulfill the requirements; more than 80% of lecture attendance and submission of an assignment at the end of the course.          

This interactive session explores the intersection of artificial intelligence (AI), ethics, and Global Citizenship Education (GCED). With the rapid integration of AI into classrooms and educational systems, it is increasingly important for educators to approach these technologies with a critical and ethical mindset. The session begins with a brief overview of current trends in AI, particularly in the context of education, highlighting both opportunities and emerging concerns. Participants will then be introduced to the 7 Key Requirements for Trustworthy AI, as outlined in the Ethics Guidelines for Trustworthy AI, and explore how these principles can serve as a framework for ethical decision-making. Through a series of engaging, real-world scenarios drawn from GCED contexts, participants will work in small groups to examine how AI tools may impact issues such as equity, human rights, and student well-being. Guided by GCED values—including human dignity, justice, inclusion, and responsibility—participants will analyze ethical dilemmas, apply the Trustworthy AI framework, and reflect on key questions that educators must ask when implementing AI in their teaching and learning environments. The session emphasizes dialogue, critical reflection, and practical application, equipping participants with the tools to make informed, values-based decisions about the use of AI in education.

By the end of this course, you will unlock the power of film to take your students beyond school walls, inspiring them to be media and information-literate global citizens and active contributors to a more equitable and sustainable world.  We'll be taking a closer look at documentary films to explore the impact of visual storytelling to communicate ideas and inspire change. And, we’ll be guiding you through activities that will make it seamless to integrate film into your lessons. Session 1 Documentary Film For Media and Information Literacy Session 2 Curate a collection of Social Impact Films and Resources Session 3  Implement The SIMA Challenge: 2030 Impact Campaign Session 4 Report your Impact  Deadline: You need to submit your impact by October 31, 2025

This interactive, application-based course explores Social Emotional Learning (SEL) competencies within the context of Global Citizenship Education. Through eight live sessions and ongoing support on the course platform, this course will help you build self-awareness, emotional vocabulary and regulation, empathy, compassion and common humanity. This course rooted in research and real-world practice is designed to help participants integrate principles of Social Emotional Learning in their personal and professional lives to foster inclusive and emotionally intelligent environments.   *Attending the live sessions is mandatory for the course completion. Please take a look at the following dates for the Zoom live sessions during the course:

What can be done when online hate speeches spreads into the physical world? The course is designed for educators who want to teach about Media and Information Literacy. It will focus on the spreading of prejudice and stereotypes online and their physical consequences offline. The course will explain the role played by the Internet and the mechanisms of its diffusion on social networks (trends and patterns of online extremism). This course will allow the participants to experiment hands-on the functioning of the Internet, define their own posture, and will give them the tools and recommendations to teach about it and prevent hate speech In particular, students who want to apply for this course should complete the prerequisite course “Critical Media Literacy” in advance. Module No Title 1 The Challenges of Privacy Online 2 Consequences of Fake News and Conspiracy Theories 3 Online Discrimination and Hate Speech by Extremist Groups 4 The Role of Education  

This course provides a comprehensive foundation in curriculum design for Global Citizenship Education (GCED), emphasizing transformative learning, peacebuilding, and critical pedagogy. It analyses various theoretical perspectives on education’s societal role and examines innovative teaching methods suited for both formal and non-formal contexts. Alternative perspectives on "21st-century" educational challenges, including AI, digital pedagogy, and "global competencies" will also be explored to propose strategies that yield inclusive and transformative curricula integrating values, principles, and practices of GCED.   Finally, participants will integrate GCED concepts and values relevant to their own work, whether as an independent subject/course/workshop or integrated into an existing curriculum. While this course has been designed with a significant emphasis on the "educational" dimensions of GCED, the course will be equally useful to non-teachers and non- professional educators.   The course will consist of four “classroom” weeks. The course will open with a lecture or PowerPoint presentation or video clips followed by Forum discussions. Participants are expected to check the course site at the beginning of every course week to be aware of the requirements for the week.