Climate change refers to long-term alterations in temperature and typical weather patterns on Earth. While these changes can occur naturally, since the 1800s, human activities have been the primary drivers, especially through the burning of fossil fuels like coal, oil, and gas. This process releases greenhouse gases, such as carbon dioxide, into the atmosphere, trapping heat and leading to global warming.

To support reflection and deeper learning, we've attached an optional activity sheet that can be printed or shared digitally with your students (if your students prefer, or printers aren't available, I encourage them to just draw their own version of the SDGs building bricks and show off their amazing art skills!): 

The SDG LEGO Brick Wall Activity

Each SDG is represented as a colourful brick. Students are encouraged to:

• Match different moments in the tour with the SDG they relate to

• Reflect on how these goals show up in their own communities

This can be completed during or after the session and works well as a class discussion prompt.

We’ve also included a one-page sheet with fun facts about Kibera. It’s a great way to introduce the tour or encourage post-session & reflection.

Next up is meeting with Kepri at the world’s first live-streamed virtual scavenger hunt at the Great Pyramids of Giza. Globe from Home will be taking us through his journey in time. In this immersive experience, participants will travel virtually to Egypt, where they will meet “Khepri”, a young Egyptian from 4000 BCE who has time-travelled to the present age to find a secret message in the Pyramids. Students will help Khepri decode the secret message through the many clues hidden in the Pyramids. As they unlock clues, students gain insights into life during a transformative period in human history - when societies shifted from hunting and gathering to agriculture.  

Students can participate in the sessions collectively from a classroom (using an internet enabled computer, or a computer connected to a projector) or individually, if they wish to access the session from separate internet enabled devices.

Please don’t miss to join this very special meeting – 

Registration link:  https://bit.ly/4gX1WoK   

Nov 4, 2024 09:00 AM EST

Week 5 was about Institutions and how we live. Learners will understand the key role institutions play in the functioning of society. Learners will understand how politics, economy, religion, culture, ethics and international relations are all integral parts of institutions and how they have evolved over time. We learned about the different institutions that have shaped us. Can you think of one institution in your own community that is involved with religion, politics or culture? The ancient Greek philosopher Aristotle talks about political institutions at great length.  If you want to see Aristotle speak, see this video by the Athens Democracy Forum. 

Here is an interesting way to look at Income Equality, referred by Dr. Rachel Wise, an Art Historian. 

Poverty presented itself in various forms in various countries. Here are two iconic works of art on poverty:

Vincent van Gogh's Potato Eaters (1885): https://www.vangoghmuseum.nl/en/collection/s0005v1962

Dorothea Lange's Migrant Mother (1936):

https://www.youtube.com/watch?v=Ae1n1JQ0wKc

Thank you, Monica Yoon, a senior, Riverdale Country School, United States for suggesting these as we discuss poverty and other global challenges this week. 

Next week we will all be meeting Kepri at the world’s first live-streamed virtual scavenger hunt at the Great Pyramids of Giza. Globe from Home will be taking us through his journey in time. In this immersive experience, participants will travel virtually to Egypt, where we will meet “Khepri”, a young Egyptian from 4000 BCE who has time-travelled to the present age to find a secret message in the Pyramids. We will help Khepri decode the secret message through the many clues hidden in the Pyramids. As we unlock clues, we will gain insights into life during a transformative period in human history - when societies shifted from hunting and gathering to agriculture.  

Please don’t miss to join this very special meeting – 

Registration link:  https://bit.ly/4gX1WoK   

Nov 4, 2024 09:00 AM EST

Gini coefficient

Income inequlity

Potato eaters

Migrant mother

Art Historian, Rachel Wise, suggested going over the following as they pertain to the Paleolithic Age. 

An animated story of the Lion Man, a prehistoric mammoth ivory statue found in fragments in a German cave:

https://www.youtube.com/watch?v=WDud_jbbEUc

A Virtual Tour of the Lascaux Cave:

https://archeologie.culture.gouv.fr/lascaux/en/lascaux-cave-virtual-visit#hall-bulls

This week also traveled to the pyramids with Khepri. Here is a video teaser:  https://www.youtube.com/watch?v=DDPWcnXx5U8

Ages of Globalization and Globe from Home invited young people to take part in the world’s first live-streamed virtual scavenger-hunt at the Great Pyramids of Giza.

In this immersive experience, participants travelled virtually to Egypt, where they met “Khepri”, a young Egyptian from 4000 BCE who has time-travelled to the present age to find a secret message in the Pyramids. Students helped Khepri decode the secret message through the many clues hidden in the Pyramids. 

Our next event is here- 

SDGs Today and the Center for Sustainable Development, would like to cordially invite you to join us for a special GIS Day event on “Navigating Through Time With GIS: Featuring Ages of Globalization.” 

Art Historian, Rachel Wise, suggests going over the following as they pertain to the Paleolithic Age.

An animated story of the Lion Man, a prehistoric mammoth ivory statue found in fragments in a German cave

A Virtual Tour of the Lascaux Cave

On Nov. 8th, there was a virtual scavenger hunt at the Great Pyramids of Giza Here a video teaser

Review the background information and choose the most relevant information to share with your learners to support them in exploring the topic.

INTRODUCTION TO QUALITY EDUCATION

Quality education stems beyond the classroom. Its major focus is the overall development of the students, including the social, emotional, physical, mental, and cognitive aspects of growth. Quality education also includes the availability of resources and relevant infrastructures to facilitate learning the said skills. Hence, the focus of quality education is on the overall development of the student into capable adults who can make decisions and proffer solutions to the challenges in their environments.

Accessing and receiving quality education is a universal human right. The inalienable right of every child to quality education was first acknowledged in 1948 in the Universal Declaration of Human Rights (UDHR). Article 26 of the UDHR recognizes education as a right and states that:

●       “Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

●       Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

●       Parents have a prior right to choose the kind of education that shall be given to their children.” 

^[1] The contents in this Section have been adapted from the Global Schools Activity Guide on Quality Education.

Even if "climate change" feels abstract, its impacts are real and affect everyone. Every person, in every country, on every continent will experience climate change in some way. Here is how:

●       Health Impacts: Climate change poses serious health risks, especially for vulnerable populations. Rising temperatures worsen air pollution, increasing respiratory diseases like asthma. Heatwaves can cause dehydration and heatstroke. Warmer climates accelerate the spread of vector-borne diseases like malaria and dengue. Beyond physical health, climate-related disasters and displacement contribute to mental health issues, including anxiety, depression, and PTSD.

●       Extreme Weather Events: Climate change intensifies natural disasters, making hurricanes, floods, droughts, and wildfires more frequent and severe. These events destroy homes, infrastructure, and livelihoods, displacing families and entire communities. Extreme weather events cause long-term social and economic instability.

●       Food and Water Security: Climate change threatens food production and clean water access. Shifts in rainfall patterns and droughts reduce crop yields, leading to food shortages and rising prices, disproportionately affecting low-income communities. Warmer temperatures alter crop growth cycles, making farming harder. Water scarcity is becoming a critical issue, as droughts deplete freshwater sources, while floods increase water contamination and the spread of waterborne diseases. Limited access to safe drinking water affects hygiene and overall health, creating a cycle of vulnerability.

Economic Challenges: The economic impact of climate change is significant, particularly for communities relying on agriculture, fishing, and tourism. Extreme weather damages infrastructure, homes, and businesses, leading to financial instability and job losses. Disruptions in food and water supplies drive up costs, making basic necessities less affordable. Many industries, from transportation to energy, struggle to adapt. Governments spend heavily on disaster recovery and climate adaptation, diverting funds from education, healthcare, and social services. As economies struggle, inequality deepens, hitting the most vulnerable populations the hardest.

The world is on the edge of surpassing 1.5°C of warming  – a critical threshold that could make many small island nations uninhabitable or even cause them to disappear entirely due to rising seas. Staying below this limit is essential to preventing irreversible damage to ecosystems, economies, and communities.

Those who contribute the least to carbon emissions are already bearing the heaviest burden of climate change, making a powerful case for greater climate justice.

1. Myth: Climate change is just a natural cycle.
   Fact: While the Earth’s climate has changed over millions of years due to natural factors, the current rate of warming is unprecedented. Scientific evidence shows that human activities, particularly burning fossil fuels and deforestation, are the primary drivers of the rapid temperature increase observed in the past century. (IPCC)

2. Myth: If it’s cold outside, climate change isn’t real.
   Fact: Climate and weather are not the same. Weather refers to short-term atmospheric conditions, while climate is the long-term trend. A cold winter day doesn’t contradict global warming, as rising global temperatures lead to more extreme and unpredictable weather patterns, including severe snowstorms and cold spells. (WMO)

3. Myth: The planet has always warmed and cooled, so we don’t need to worry.
   Fact: Past climate changes occurred over thousands or even millions of years, giving ecosystems time to adapt. Today’s warming is happening much faster, leading to extreme weather events, rising sea levels, and biodiversity loss at a rate that ecosystems and human societies struggle to handle. (UNEP)

4. Myth: Reducing carbon emissions will hurt the economy.
   Fact: Investing in renewable energy and sustainable practices creates jobs and stimulates economic growth. The costs of inaction – such as disaster recovery, health impacts, and infrastructure damage – are far greater than the cost of transitioning to a low-carbon economy. Green industries are among the fastest-growing sectors worldwide. (ILO)

5. Myth: Individual actions don’t matter because big companies and governments are the real problem.
   Fact: While systemic change is essential, individual actions collectively make a huge impact. Consumer choices influence industries, and young people have successfully pressured governments and corporations to adopt climate-friendly policies. Every step, from reducing waste to advocating for policies, contributes to the fight against climate change. (UNFCCC)

THE 1.5°C TIPPING POINT: A CLIMATE CROSSROADS 

Right now, the world is on the edge of surpassing 1.5°C of warming (NASA) – a critical threshold that could make many small island nations uninhabitable or even cause them to disappear entirely due to rising seas. Staying below this limit is essential to preventing irreversible damage to ecosystems, economies, and communities.

The climate spiral is an animated graphic showing the steady rise in global temperatures. Popularized in 2016 by climate scientist Ed Hawkins, it illustrates the acceleration of global warming from 1880 to today.

1. Educate Yourself and Others: Knowledge is power. Stay informed about climate science and policies. Share information within your community to raise awareness.

2. Adopt Sustainable Lifestyles: Be the change that you want to see.

   • Reduce electricity use by turning off lights and unplugging devices when not in use. Advocate for renewable energy sources in your community.

   • Opt for public transport, cycling, or walking to reduce carbon emissions.

   • Consider reducing meat consumption, especially beef, as livestock farming contributes significantly to greenhouse gas emissions. Embrace plant-based meals and support local produce. 

   • See more ideas for action in SubjectToClimate’s Earth Month Calendar. 

3. Participate in Climate Movements: Join or support organizations like Fridays for Future, which mobilize students globally to demand climate action from leaders. Collective action creates a critical mass that amplifies voices, pressures policymakers, and accelerates systemic change.

4. Engage in Policy Advocacy: Use your voice to influence policy. Participate in local government meetings, support climate-friendly policies, and encourage leaders to uphold the Paris Agreement and SDGs. Use social media to spread awareness, sign petitions, and push corporations to commit to net-zero emissions.

5. Innovate and Lead: Develop or support technological solutions to reduce emissions. Young entrepreneurs are developing carbon capture technologies, sustainable packaging, and AI-driven climate solutions. Consider launching eco-startups, community-led projects, or scientific innovations to support a low-carbon economy.

6. Build Resilient Communities: Participate in reforestation projects, community gardens, and clean-ups. Support initiatives that prepare communities for climate disasters, such as early warning systems or flood-resistant infrastructure. 

• Renewable Energy Engineers: Develop solar, wind, and hydroelectric projects.

• Sustainability Consultants: Guide businesses and governments toward low-carbon operations.

• Climate Data Analysts: Use AI and big data to predict climate impacts.

• Urban Planners: Design sustainable cities with transit, green spaces, and eco-friendly buildings.

• Environmental Lawyers & Policy Experts: Push for stronger climate laws and accountability.

• UN Secretary-General's Youth Advisory Group on Climate Change – Provides young leaders with direct input into UN climate strategies. (UN)

• UNFCCC’s Youth Constituency (YOUNGO) – Represents youth in international climate negotiations and COP summits. (UNFCCC)

• UNESCO’s Youth Climate Action Network (YOUCAN) – Focuses on climate education, leadership training, and grassroots mobilization. (UNESCO)

• United Nations Major Group for Children and Youth (MGCY) – the MGCY is active at various international summits, and youth focal points address specific SDGs, many of them related to the environmental goals. (UNMGCY) 

This is another activity for learners to undertake guided research to explore the topic. Please adjust the worksheet to either focus on your school/learning institution or community organization you’re engaging learners through. 

📌 This worksheet will help you assess how your school or community is addressing climate change and identify areas for improvement. Use this as a guide to observe, ask questions, and take notes on sustainability practices in your school or neighborhood.

School/Community Investigation Worksheet

Investigate

Yes, No, Unsure

Notes and Observations

Does your school have a climate action plan or sustainability initiatives in place?

Are renewable energy sources (solar panels, wind turbines) used at your school?

Does your school actively promote energy conservation (e.g., turning off lights, efficient heating/cooling)?

Is there a recycling or waste management program in place? If so, how effective is it?

Does your school encourage students and staff to use sustainable transportation (walking, biking, public transport, carpooling)?

Are there green spaces (gardens, trees, or natural areas) within the school environment? Efforts for nature restoration?

Are there discussions or lessons on climate change and sustainability in your classrooms? In which subjects?

Are there student-led eco-clubs or environmental groups that promote climate action?

Does your cafeteria offer plant-based meal options or locally sourced food? How is food waste dealt with?

How much single-use plastic is used in the school (e.g., water bottles, packaging)?

Has your school/community experienced climate-related impacts (e.g., extreme weather, floods, heatwaves)? If so, how has it responded?

Taking Action: How can you work with classmates, teachers, or local organizations to bring real change to your community? List at least three steps you can take to make a difference.

In this activity, learners will explore how young people are at the forefront of advocating for climate action through social mobilization and activism, pushing for changes in policies and practices locally and globally. Below are some examples of youth-led movements that focus on promoting and realizing SDG 13. Add any relevant local youth movements to the list, and let your learners select one for further investigation.

Examples of Youth-Led Movements for SDG 13:

• Fridays for Future

• Earth Uprising

• Climate Cardinals

• African Climate Alliance

• Youth Climate Action Network (YCAN)

• Pacific Climate Warriors

• China Youth Climate Action Network (CYCAN)

• Jóvenes por el Clima (Youth for Climate)

• Zero Hour

• <add a local movement for quality education you want your learners to find out about>

Research Questions for Learners:

• What is the name of this youth-led movement?

• What is the mission of the movement, organization, or initiative?

• How does this movement communicate its mission and engage others in its cause?

• Which SDGs does this movement focus on?

• What types of actions or campaigns does this movement carry out to promote and realize climate action?

• After learning about this movement, what actions would you like to take to support climate action in your community?

STEP 3 – FORMULATING QUESTIONS FOR WORLD LEADERS 

What questions will your students ask the speakers?

Prior to the live dialogue, all young people participating are invited to submit and upvote questions to help our youth moderators pick the top 4-5 youth-created questions to ask our speakers. Our moderators will pick questions that have been highly upvoted and that will help our global youth community think holistically and systemically about climate change. 

One way to encourage your learners to create questions considering the range of systemic factors impacting climate change is to use The Sustainability Compass tool. This systems thinking tool, pictured below, considers how nature, economy, society, and individual wellbeing interact to shape our world. Challenge your learners to come up with questions from each Compass Perspective or how the different perspectives are connected. 

Download a copy of this image here and learn more about The Sustainability Compass here.

1. What is the main problem Tuvalu is facing?

2. Why is rising sea level particularly dangerous for Tuvalu?

3. What are the consequences of soil salinization for the country?

Legal and Political Aspects

4. Why does Tuvalu risk losing its sovereignty?

5. What international rights might Tuvalu lose if its physical territory disappears?

6. What does "defined territory" mean in international law?

Solutions and Strategies

7. What strategy has Tuvalu announced to deal with the loss of its physical land?

8. What does it mean that Tuvalu will become the "First Digital Nation"?

9. How could digitalization help Tuvalu preserve its cultural identity?

10. What benefits will the digital transformation bring to the Tuvaluan diaspora?

Critical Thinking

11. Do you think creating a digital country is an effective solution? Why or why not?

12. How do you think the international community should respond to Tuvalu’s situation?

Do you know of any other countries or populations that have faced similar issues?

Despite global commitments, gender inequality remains a pervasive issue across multiple dimensions, including education, workforce participation, political representation, and violence against women and girls. While progress has been made, the pace of change remains slow, and in some cases, it has regressed due to global crises, such as the COVID-19 pandemic.

Education and Economic Participation: While more girls are attending school than ever before, significant disparities remain. Globally, 129 million girls are out of school, including 32 million at the primary level and 97 million at the secondary level (UNESCO). Economic participation also reflects deep inequalities: Women earn 20% less than men on average and are overrepresented in low-paying and informal work (ILO). Women continue to bear disproportionate unpaid care work responsibilities, limiting their ability to participate in the workforce equally.

Political Representation and Leadership: Women remain underrepresented in decision-making roles. As of 2024, only 27% of parliamentary seats and 35.5% of local government positions are held by women worldwide (UN Women). At the current rate, it will take another 47 years to achieve gender parity in national parliaments (UN Women). Gender-equal leadership is critical for inclusive policymaking, particularly in areas like healthcare, education, and climate action.

Violence Against Women and Girls: Gender-based violence remains one of the most widespread human rights violations. One in three women globally has experienced physical and/or sexual violence in her lifetime (WHO). Harmful practices, such as child marriage and female genital mutilation (FGM), continue to threaten millions of girls. In 30 countries across Africa and the Middle East, 1 in 3 girls aged 15-19 has undergone FGM, putting them at risk of severe health complications and even death (UNICEF). The persistence of these practices reflects the urgent need for stronger legal protections and enforcement.

Legal and Social Barriers: Despite progress in some areas, 2.4 billion women worldwide are still not afforded the same economic rights as men. In 178 countries, legal barriers continue to prevent women from fully participating in the economy (World Bank). Additionally, discriminatory laws related to inheritance, land ownership, and financial access continue to hinder women's economic independence and security.

What is the mission of the movement, organization, or initiative?

How does this movement communicate its mission and engage others in its

cause?

Which SDGs does this movement focus on?

What types of actions or campaigns does this movement carry out to promote and realize gender equality?

After learning about this movement, what actions would you like to take to support gender equality in your community?

Mission of the Movement: HeForShe aims to mobilize individuals, especially men and boys, to tackle obstacles preventing the realization of women's and girls' full legal rights, emphasizing their agency and responsibilities in achieving gender equality and economic and political parity.

Communication and Engagement Strategies: HeForShe engages a global audience by providing targeted platforms where individuals can become change agents for gender equality. The movement encourages people worldwide to unite as equal partners to craft a shared vision of a gender-equal world and implement specific, locally relevant solutions.

Focus on Sustainable Development Goals (SDGs): HeForShe contributes to the achievement of the Sustainable Development Goals, particularly Goal 5: Achieve gender equality and empower all women and girls. The movement emphasizes the critical role of male allyship in accelerating progress on gender equality, a key pillar in realizing the 2030 Agenda.

Actions and Campaigns Promoting Gender Equality: HeForShe has launched various campaigns and initiatives to promote gender equality, including:

• #JustSayBro: A campaign supporting men who believe in equality and encouraging them to take action to make it a reality.

• University Partnerships: Collaborations with universities to achieve gender parity on campuses, focusing on increasing women's enrollment and representation in leadership positions.

• Action Kits: Providing resources for companies, civil societies, and individuals to organize events and raise awareness about gender equality.

Personal Actions to Support Gender Equality in the Community: Reflecting on HeForShe's initiatives, here are some actions to consider for promoting gender equality locally:

• Organize Awareness Events: Host workshops or seminars to educate the community about gender equality issues.

• Establish Support Groups: Create forums where individuals can discuss and address gender-related challenges.

• Advocate for Policy Changes: Work with local organizations to promote policies that support gender equality in workplaces and educational institutions.

• Mentorship Programs: Encourage mentorship opportunities that empower women and girls in various professional and academic fields.

By actively participating in such initiatives, individuals can contribute meaningfully to advancing gender equality within their communities.

Objective:
Students will analyze and debunk common climate change myths using fact-checking strategies. They will then create a visual representation highlighting the importance of fact-checking.

Step 1: Group Work (Fact-Checking Myths)

• Divide students into 5 groups.

• Assign each group a climate change myth to fact-check.

• Groups will research and discuss scientific evidence that disproves the myth.

• They will prepare a short explanation (2-3 minutes) to present their findings to the class.

Step 2: Class Presentations

• Each group presents their myth, the common misconception, and the scientific facts that debunk it.

• Encourage discussion and questions from classmates.

Step 3: Visualization on the Importance of Fact-Checking

• After all presentations, each group will create a visual representation on either:

  • A whiteboard (if digital tools are available).

  • A notebook page (if using paper).

• Their visual should include:

  • A key message about why fact-checking matters.

  • Examples of how misinformation spreads.

  • Tips on how to verify information (reliable sources, cross-checking, etc.).

Step 4: Reflection and Discussion

• Groups present their visualizations.

• Open a class discussion:

  • Why do people believe climate myths?

  • How can we promote fact-checking in everyday life?

Final Thought:Fact-checking is a powerful tool against misinformation.

SAVE THE DATE + REGISTRATION 

·         Save the date for the Global ASPnet Conference, scheduled to take place from 2 to 4 December 2025 in Hainan Province, China. 

·         The Conference aims to provide an opportunity for ASPnet National Coordinators from around the world to gather and reinvigorate international collaborations and shape the future of our global network. 

·         Please note that our host is providing accommodation and meals for all participants. And for a limited number of participants from Least Developed Countries (LDCs) travel will also be covered on a first-come, first-served basis.   

·         For information on the programme and how you can contribute to it will be shared in a separate email to all NCs.  

·         Registration Form for the Conference, here. For questions, please contact ASPnet@unesco.org.

Toolkit for ASPnet members 

NEW PUBLICATION SHARING 

·         Looking for methodological guidance and inspiration to develop your projects? Read UNESCO ASPnet’s newly published Toolkit for ASPnet members, now available in English, French and Spanish. The Toolkit provides links to ASPnet-related materials published by - or in collaboration with – ASPnet members. It is divided into the three thematic areas of work of the Network: Global Citizenship Education, Education for Sustainable Development, Intercultural and heritage learning. It is intended to help ASPnet National Coordinators design and support activities to be implemented by their national network member institutions.  

·         It can also be useful for ASPnet teachers, school personnel, students, or anybody willing to learn about the Network and how to implement UNESCO’s values in the field of education.  

·         The documents include guides to support local and international action, lesson plans, activities, examples of innovative practices, student guides, and more.  

Celebrating Call to Earth Day 2025 – Partnership with CNN 

INVITATION 

·         UNESCO and CNN invite ASPnet schools to join Call to Earth Day 2025. CNN’s Call to Earth Day 2025 embraces the powerful theme “Guard Your Green Space,” urging individuals, communities and nations to take bold, collective action to protect the natural world that sustains us.  

·         ASPnet schools are encouraged to take action by caring for the green spaces around them, whether through a clean-up, planting trees or native plants, or raising awareness about the value of parks, forests, wetlands, and gardens. Every action, big or small, contributes to a healthier planet.  

·         Please register via Join us for Call to Earth Day on November 6, 2025, and Guard Your Green Space | CNN. Thank you for being part of this global movement to protect our green spaces. 

·         For more information, please watch the video message and read the attached e-poster.

Call for Nominations: ASPnet Educators for UNESCO Teacher Guide Advisory Group 

REMINDER 

·         UNESCO ASPnet is excited to invite you to take part in our new initiative: the development of UNESCO’s Teacher Guide to support the implementation of the 2023 Recommendation on Education for Peace, Human Rights and Sustainable Development.  

·         We are establishing a 12-member international Advisory Group to ensure the Guide becomes a practical and impactful tool for educators worldwide.

·         If you are interested in supporting this initiative, we kindly invite you to recommend one or two ASPnet teachers (maximum) who would be available and motivated to join the Advisory Group. In view of ensuring a balance of talent and a diversity of views in the Group, not all recommended teachers will be selected to join the group. All Recommended teachers will, however, have the opportunity to review the draft document before it is finalized. 

·         Nomination Deadline: Wednesday, 1 October 2025 (CET) 

·         For more information, please refer to the attached Call for Participation – Guide for Teachers 

·         If you have any questions, please contact ASPnet@unesco.org. 

Campaign: “Youth Innovation: Collaborating to Improve and Protect our Planet (CIPP)”  

REMINDER + DEADLINE EXTENTION 

·         The International Centre for UNESCO ASPnet (ICUA) is pleased to announce the launch of the 2025 Youth Innovation: Collaborating to Improve and Protect our Planet (CIPP) Campaign, running from June 2025 to January 2026. This initiative calls on each child and youth worldwide to “Be an Explorer, Protect our Planet”. This year, the campaign focuses on “Environmental and Cultural Sustainability”. 

·         Children and youth aged 5 to 17 are invited to express their creativity and innovative ideas through the following categories: 

o    Children’s Group (Ages 5–10): Painting; Craft; Solution 

o    Youth Group (Ages 11–17): Science Poster; Solution; AI Short Video 

·         Submission Deadline: 16 November 2025, 23:59 (UTC+8) 

·         For detailed information about the campaign, please visit the CIPP website at www.icua-cipp.com and review the Campaign Concept Note (available for download and sharing). 

·         For inquiries or expressions of interest, please contact ICUA at info@icua.org. 

Next UNESCO International Days 

INFORMATION SHARING 

Here are the upcoming UNESCO International days! Click the picture and discover exciting ways for your schools to participate! 

The latest AoG Global Educator Committee meeting opened with warm introductions from new members — including Mariella Fasanelli (Italy), Thor Haesen (Belgium), and June (Taiwan) — who shared their backgrounds and commitments to advancing learning for a sustainable future.

A key update celebrated the successful launch of the second cohort on 22 September 2025, which welcomed around 100 in-person and 1,000 online participants. The meeting reinforced the importance of thinking globally while teaching locally, strengthening students’ voices, and embedding social-emotional learning across school systems.

Members also presented inspiring initiatives such as a Climate Disengagement Story Map and the Tech Museum of Time, a collaborative virtual exhibition created by students in Germany and Ethiopia.

The session concluded with a shared vision: stronger coordination across schools and communities to turn AoG values into real progress toward a more sustainable, just, and equitable world.

Action Items

• Continue sharing how AoG materials are being used and adapted in each context

• Expand opportunities for student participation and co-design in AoG activities

• Identify partnership opportunities to create collective impact

• Learn more about the Tech Museum of Time collaboration in Ethiopia

We look forward to the next steps together toward empowering educators and young people around the globe

AoG Global Educator Committee – Newsletter
Sintesi della Riunione – 14 ottobre 2025

L’ultima riunione dell’AoG Global Educator Committee si è aperta con calorose presentazioni da parte dei nuovi membri — tra cui Mariella Fasanelli (Italia), Thor Haesen (Belgio) e June (Taiwan) — che hanno condiviso le loro esperienze e il loro impegno a promuovere un apprendimento orientato a un futuro sostenibile.

Un aggiornamento importante ha celebrato il successo del lancio della seconda coorte il 22 settembre 2025, che ha visto la partecipazione di circa 100 persone in presenza e 1.000 online. La riunione ha ribadito l’importanza di pensare globalmente mentre si insegna localmente, rafforzare la voce degli studenti e integrare l’apprendimento socio-emotivo nei sistemi scolastici.

I membri hanno inoltre presentato iniziative ispiratrici come una Story Map sul disimpegno climatico e il Tech Museum of Time, una mostra virtuale collaborativa realizzata da studenti in Germania e in Etiopia.

La sessione si è conclusa con una visione condivisa: rafforzare il coordinamento tra scuole e comunità per trasformare i valori AoG in progressi concreti verso un mondo più sostenibile, giusto ed equo.

Azioni previste
• Continuare a condividere come i materiali AoG vengono utilizzati e adattati nei diversi contesti
• Ampliare le opportunità di partecipazione attiva degli studenti e co-progettazione nelle attività AoG
• Individuare opportunità di partnership per creare un impatto collettivo
• Approfondire il progetto Tech Museum of Time e la collaborazione con l’Etiopia

Guardiamo con entusiasmo ai prossimi passi per dare più potere e opportunità a insegnanti e giovani in tutto il mondo.

STEP 1 – At their own pace, watch the video by J. Sachs, Class 1 – Chapter 3: Huge Challenges Facing the World Today, Especially Young People.
STEP 2 – Take notes and think about which jobs we need to address the challenges mentioned.
STEP 3 – Answer the following question: Which jobs are conducive to the resolution of the problems mentioned?
STEP 4 – Present the chosen job and explain why you believe this job is vital for a democratic society.

Based on the first point The Economic Inequality the biologists can work to develop and support sustainable resource management practices (water, soil, biodiversity) that ensure equitable access for local and disadvantaged communities. Conservation research can help prevent inequality from hindering the collective action needed to protect the environment and public health.

The second point the Enviromental Sustainibility.....

problem to talk about is

the enviromental sustainibility. In our time, the Earth is being polluted by humans and their activities. In fact, humans use means of transport like cars, trains,

lanes and boats to move and they Leave gas emissions and today we use fossil fuels in industries. In my opinion, the jobs that can help to solve this problem are builders because they can build buildings for renuable energy and we also have to use industries as less as possible.

(Based on the interview with J. Sachs and S. Giannini)

Before watching (warm-up – 5 minutes)

Answer orally or in writing:

• What is UNESCO?

• Why do you think education is important?

• Can education help to build peace? Why / Why not?

While watching (guided listening)

Watch selected parts of the interview with English subtitles.
While you watch, write 5 key words you hear connected to:

• education

• peace

• culture

• the future

(Example: education – peace – cooperation – diversity – future)

Comprehension – simple and guided

Answer in short sentences:

1. What does UNESCO mainly work on?

2. According to the interview, why is education important for peace?

3. What does “education as a human right” mean?

4. What problem about education in the world is mentioned?

Reflection (personal response)

Choose ONE question and answer in 4–5 simple sentences:

• Why do you think education can help people understand each other better?

• Which idea from the interview did you find most interesting? Why?

• How can schools help build a better future?

Topic: Quality education as a human right

Activity steps (10 minutes)

Step 1 – Warm-up (2 minutes)

Teacher says:

“When you hear the words quality education, what comes to your mind?”

Students say one word or short phrase (e.g. teachers, school, rights, future, equality).

Step 2 – Guided Input (3 minutes)

Teacher briefly explains (in simple English):

“Quality education is not only about lessons and exams. It helps students grow socially, emotionally and mentally. It prepares young people to become responsible adults.”

Then add:

“Education is a human right. In 1948, the Universal Declaration of Human Rights said that everyone has the right to education.”

Show or read one key sentence from Article 26:

“Education shall be directed to the full development of the human personality.”

Step 3 – Think & Share (3 minutes)

Students work in pairs.

Question:

Why is quality education important for society?

Students choose ONE reason and complete the sentence:

“Quality education is important because…”

2–3 pairs share their answers orally.

Step 4 – Exit reflection (2 minutes)

Students individually complete one sentence:

“Education helps people to…”

Teacher collects a few answers to close the activity.

The meeting brought together European students aged 17 to 19 from Liceo Machiavelli and Gymnasiet Lärkan for a structured exchange around key UNESCO strategic priorities: ensuring inclusive and equitable quality education, promoting lifelong learning opportunities, and building inclusive, just, and peaceful societies while fostering freedom of expression, cultural diversity, and global citizenship education.

Participants had the opportunity to discuss global citizenship topics, including Peace Education, Sustainability, and Global Citizenship.

During the session, Ms Fasanelli showed students and teachers the official Ages of Globalization website, which is regularly used for Civic Education in different classes at the school, and in particular the video by Prof. Jeffrey Sachs titled “Class 6 Chapter 5 – Finding Peace and Cooperation in a Deeply Divided World” (https://www.youtube.com/watch?v=5fEE33jFD0A). The students’ reflections on the video led to an international group activity called “Our Common Rights – Our Common Voice”, during which students created a joint Human Rights Statement beginning with: “As young people from Finland and Italy, we believe that…”, on which the various groups then collaborated and discussed.

This institutional activity, proposed by the school as part of educational orientation, allowed students to deepen their understanding of education as a tool for peace, sustainability, and global citizenship; practice foreign language communication and relational skills in multicultural contexts; develop autonomy, responsibility, and critical thinking, reflecting on shared values of the 2030 Agenda; and gain awareness of their own aspirations regarding study paths and careers related to international cooperation, human rights, and sustainability. The working language of the activity was English.

● From where you live and work, what feels most urgent right now when we talk about

peace and security? Share one concrete example from your context.

● What do you see as the deeper root causes of conflict and insecurity in your context,

and how do local realities connect to national or global dynamics?

● Why do peace and security matter now?

● How do trust, dialogue, and technology influence peace today? ● How are global challenges felt in local communities?

Peace and security affect everyone, shaping how people live, learn, and connect. They determine whether you feel safe walking to school, whether your voice is heard online, whether your community is treated fairly, and whether your future feels secure. When trust erodes, when violence becomes normal, or when people feel powerless to shape decisions, peace weakens everywhere

But how peaceful is our world today — and why do some societies remain more stable than others? The 2025 Global Peace Index offers a snapshot of this reality, revealing that conflict deaths, geopolitical tensions, and military build-ups have reached their highest levels since World War II. In 2024 alone, wars and political violence forced more than 110 million people to their homes (UNHCR) and one in four children now grows up in areas affected by conflict (UNICEF). At the same time, polarization, disinformation, and mistrust in institutions are eroding the sense of safety and belonging — even in societies not at war.

Truly peaceful societies are not only free from war, they have institutions, values, and norms that allow people to resolve problems fairly and without violence. They build trust, protect rights, and recover from crises by adapting and transforming together

Challenges & Drivers

Racism & Discrimination Prejudice based on race, ethnicity, gender, religion, or identity

Power & Governance When power is concentrated in the hands of a few, trust in institutions breaks down.Corruption, abuse of authority, and lack of accountability weaken democracy and people’s confidence in leadership.

Inequality & Resources Competition over land, water, energy, or minerals has historically fueled wars. When these resources are distributed unfairly, marginalized groups often feel exploited and excluded.

Disinformation & Polarization False information spreads rapidly online, deepening mistrust and fear. Social media algorithms often amplify divisive “us vs. them” narratives, making cooperation harder. Today, AI-generated content can produce convincing fake news, images, and even voices, creating new threats to truth and trust.

Violence & Cycles of Trauma Communities that have endured colonization, war, or repression often carry deep wounds. Trauma, if left unhealed, passes between generations and shapes how groups see each other. This cycle of pain and mistrust can trigger renewed violence

Discussion

Which of these drivers have you seen in your own community or country? How do they connect with each other (discrimination and inequality, or power and disinformation)? What role can young people play in breaking these cycles?

• The purpose of the class is to understand history and address major global challenges:
  poverty, inequality, environmental degradation, and war.

• These challenges are summarized in one central concept: Sustainable Development.

• Sustainable Development has been adopted by the 193 United Nations member states as a guide for the 21st century.

• It is a holistic vision built on four core objectives:

  1. Prosperity

     • Ending poverty and hunger

     • Ensuring decent livelihoods and social protection

     • Allowing people to live with dignity and security

  2. Social Justice

     • Leaving no one behind

     • Fighting discrimination and inequality

     • Promoting inclusion across gender, ethnicity, and social groups

  3. Environmental Sustainability

     • Protecting ecosystems and biodiversity

     • Addressing climate change

     • Ensuring clean air, water, and soil

     • Recognizing that human well-being depends on nature

  4. Peace and Cooperation

     • Avoiding war and conflict

     • Promoting mutual respect among cultures and nations

     • Building global cooperation based on shared human aspirations

• The concept of sustainable development gained global recognition through:

  • The Brundtland Commission (1980s)

  • The 1992 Earth Summit in Rio de Janeiro

• In 2015, the UN adopted the 17 Sustainable Development Goals (SDGs) as a framework for global cooperation.

• The SDGs address:

  • Ending poverty and hunger (SDG 1 and 2)

  • Gender equality (SDG 5)

  • Reducing inequalities (SDG 10)

  • Environmental protection (SDGs 11–15)

  • Peace, justice, and strong institutions (SDG 16)

  • Global partnership (SDG 17)

• The SDGs serve as a compass for building a better future.

• To achieve them, we must understand:

  • The root causes of poverty

  • The sources of environmental degradation

  • The causes of war

• History helps us understand both the problems and the solutions.

• Sustainable development brings together four pillars — economic well-being, social justice, environmental sustainability, and peace — sometimes summarized as the five Ps: Prosperity, People, Planet, Peace, and Partnership.

• The concept has a 50-year history, from the 1972 Stockholm Conference to the Brundtland Commission's landmark definition: “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”.

• The 17 SDGs, adopted unanimously in 2015, remain the world's most comprehensive framework for addressing poverty, inequality, environmental degradation, and conflict — even as we approach 2030 without having achieved them.

• Seven of nine planetary boundaries have now been crossed — climate, biodiversity, land use, freshwater, and others. Humanity is operating outside the safe operating space that sustains life on Earth.

• Achieving sustainable development requires a system of systems approach: understanding how natural, engineered, economic, and political systems interact and shape each other.

• Six major transformations are needed: education for all, health for all, a shift to zero-carbon energy, sustainable agriculture, green and livable cities, and equitable digital access.

• New governance is essential, built on long-term planning, complex system management, global cooperation, and sustained investment. The Montreal Protocol offers a rare but instructive example of what global cooperation can achieve.

“The Past Is Never Dead. It's Not Even Past.”

1. Warm-Up

“What does living together in peace mean to you?” Get info about 16th May at this link: International Day of Living Together in Peace | UNESCO

https://www.unesco.org/en/days/living-together-peace

2. Connect the Dots

3 short definitions:

· SDG 16: "Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable institutions at all levels."

· 16th May_International Day of Living Together in Peace: "A day to promote peace, tolerance, inclusion, understanding, and solidarity."

· Italian Constitution – Article 3: “All citizens have equal social dignity and are equal before the law, without distinction of sex, race, language, religion, political opinion, personal and social conditions.”

“What common words or ideas do you see in all three?”

3. "Tank Man" – Jeff Widener (1989, Tiananmen Square)

Prompt:

What do you see?

Why do you think this image is powerful?

What kind of courage is needed to stand up for justice?

How does this relate to SDG 16 and peace?

4. Preparing the first part of you oral exam

In pairs, imagine this image is the document you receive at the beginning of your final exam.

Your task is to:

Create a mind map of all possible interdisciplinary connections you can make starting from this image.

Explain your thinking process clearly. Don’t just say things like “I connect this to...” — instead, show how and why the ideas are connected.

Choose the language you prefer to start with , and feel free to switch languages naturally when it helps our reasoning.

How to approach it:

· Look carefully at the visual elements of the image: people, setting, actions, emotions, symbols.

· Think about themes: peace, justice, fear, hope, resistance, dignity.

· Then move from the visual level to wider social, historical, literary, civic or ethical concepts.

· Mention any relevant documents or articles (e.g., the Italian Constitution, SDG 16, historical events, philosophical ideas, literary texts).

Description

In today's world, conversations about peace and security have never been more important in the classroom. On 22 April, 10–11am ET, join the Sustainable Development Solutions Network, the Global Schools Program, Ages of Globalization, and Compass Education for an online coffee hour on Teaching Peace and Security: A Practical Classroom Guide. We will walk through the Peace and Security Learning Resource and show you how to bring these critical global topics to your students in a meaningful, accessible way. Whether you are a seasoned educator or just starting to explore global issues with your class, this session is designed to give you practical, systems-thinking tools you can use right away

• Negative peace = ending wars and reducing violence

• Positive peace = peaceful integration of people in society

Step 2 (1 minute)
Decide if these situations show negative peace (NP) or positive peace (PP):

1. Two countries sign an agreement to stop fighting. → ___

2. People from different cultures live and work together peacefully. → ___

3. A war ends but people still don’t trust each other. → ___

4. Schools promote inclusion and respect among students. → ___

Step 3 (30 seconds)
Answer:
Which type of peace is more difficult to achieve? Why?

Poverty presented itself in various forms in various countries.

Here are two iconic works of art on poverty:

Vincent van Gogh's Potato Eaters (1885): https://www.vangoghmuseum.nl/en/collection/s0005v1962

Dorothea Lange's Migrant Mother (1936):

https://www.youtube.com/watch?v=Ae1n1JQ0wKc

Gini coefficient

Potato eaters

Migrant mother

Costituzione e povertà - Diario di Diritto Pubblico

Obiettivo 15 life on land,