Artificial intelligence (AI) is increasingly integral to our lives, necessitating proactive education systems to prepare students to be responsible users and co-creators of AI. Integrating AI learning objectives into official school curricula is crucial for students globally to engage safely and meaningfully with AI. The UNESCO AI competency framework for students aims to help educators in this integration, outlining 12 competencies across four dimensions: Human-centred mindset, Ethics of AI, AI techniques and applications, and AI system design. These competencies span three progression levels: Understand, Apply, and Create. The framework details curricular goals and domain-specific pedagogical methodologies.

Grounded in a vision of students as AI co-creators and responsible citizens, the framework emphasizes critical judgement of AI solutions, awareness of citizenship responsibilities in the era of AI, foundational AI knowledge for lifelong learning, and inclusive, sustainable AI design.

AI processes vast information, generates new content, and helps decision-making through predictive analyses. In education, AI has transformed the traditional teacher–student relationship into a teacher–AI–student dynamic.

This shift requires a re-examination of teachers’ roles and the competencies they need in the AI era. Yet, few countries have defined these competencies or developed national programmes to train teachers in AI, leaving many educators without proper guidance.

The AI competency framework for teachers addresses this gap by defining the knowledge, skills, and values teachers must master in the age of AI. Developed with principles of protecting teachers’ rights, enhancing human agency, and promoting sustainability, the publication outlines 15 competencies across five dimensions: Human-centred mindset, Ethics of AI, AI foundations and applications, AI pedagogy, and AI for professional learning. These competencies are categorized into three progression levels: Acquire, Deepen, and Create.

As a global reference, this tool guides the development of national AI competency frameworks, informs teacher training programmes, and helps in designing assessment parameters. It also provides strategies for teachers to build AI knowledge, apply ethical principles, and support their professional growth.

Thebes, the city of the god Amon, was the capital of Egypt during the period of the Middle and New Kingdoms. With the temples and palaces at Karnak and Luxor, and the necropolises of the Valley of the Kings and the Valley of the Queens, Thebes is a striking testimony to Egyptian civilization at its height.

This unit of study will investigate different hardware and devices which can be used in education. An overview will be provided of how to use each device as well as how to maintain the device.

This unit of study delves into internet safety and cybercrime. It explores some of the current online threats and what measures can be taken to prevent a cyber attack.

This unit of study provides six steps on how to create a mark book. Basic formulas e.g. adding columns, deriving the average of a column of figures and creating a formula to determine the symbol related to a specific mark are also included. (MS Excel is used in the study unit but a similar logic will apply to suing Google Sheets).

This unit of study reviews different social media platforms and how to effectively incorporate some of them into your classroom.

This unit of study explores some of the resources which are available on the internet and how they can add value and interaction to your lessons.

This unit of study will brainstorm ideas on how MS Word can be effectively used in your classrooms in a way that will benefit both teachers and learners. (This unit focuses on MS Word but the same principles can be applied to other Word processors like Google Docs, LibreOffice Writer and Apple Pages).

This unit of study explores how using a presentation package (like MS PowerPoint or Google Slides) can enhance lessons by providing visual stimulation to assist in the communication of the teaching content.

This unit of study introduces popular search engines and how to conduct 'efficient' searches.

This unit of study provides an introduction to email, some popular features, technical tips and email etiquette. It will also introduce how email can be using in the teaching and learning process.

In the context of the United Nations Ocean Conference in Lisbon, co-hosted by the Governments of Kenya and Portugal, the Ocean Literacy Dialogues week hosted this 3-hour workshop which was composed of interactive sessions to provide training, information, and tools for educational authorities, policy-makers, and curriculum developers. The “Blue Curriculum: A Training Session” was organized considering the recently launched UNESCO publication “A New Blue Curriculum: A Toolkit for Policymakers” which aims to support Member States to include Ocean Literacy in the national curriculum frameworks and educational policies around the world. The workshop was organized by the Intergovernmental Oceanographic Commission of UNESCO (IOC-UNESCO) in collaboration with the International Bureau of Education (IBE-UNESCO) and supported by AXA XL.

Video of the Rwandan experience with developing and deploying a UNESCO ICT CFT / OER teacher training course

This stark Burgundian monastery was founded by St Bernard in 1119. With its church, cloister, refectory, sleeping quarters, bakery and ironworks, it is an excellent illustration of the ideal of self-sufficiency as practised by the earliest communities of Cistercian monks. Source: UNESCO TV / © NHK Nippon Hoso Kyokai URL.

By the end of this unit teachers should be able to:

Deepening knowledge 6- (c) Using information and communication technology to search for, manage, analyze, employ and evaluate information so that it can be used to support the professional learning process of teachers.

بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

تعميق المعرفة 6- (ج) استخدام تكنولوجيا المعلومات والاتصالات للبحث عن المعلومات وإدارتها وتحليلها وتوظيفها وتقييمها بحيث يمكن استخدامها لدعم عملية التعلم المهني للمعلمين.

By the end of this unit teachers should be able to:

Deepening knowledge 4. (e) Use of information and communication technology to communicate and collaborate among students, peers, parents and the larger community with a view to enriching students' learning.

بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

تعميق المعرفة 4. (هـ) استخدام تكنولوجيا المعلومات والاتصالات للتواصل والتعاون بين الطلاب والأقران وأولياء الأمور والمجتمع الأكبر بهدف إثراء تعلم الطلاب.

By the end of this unit, teachers should be able to:

Knowledge deepening 4- (c) Use of tools or a creation environment to design online materials.

بنهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

تعميق المعرفة 4- (ج) استخدام الأدوات أو بيئة الإبداع لتصميم المواد عبر الإنترنت

This unit of study identifies criteria on which to evaluate digital teaching resources to ensure that they are of good quality, credible and fit for purpose.

Data set and map pertaining to expenditure per secondary school student for all countries as a percentage of their GDP per capita. The World Bank specifies expenditure per student as a World Development Indicator (WDI) -- the statistical benchmark that helps measure the progress of development.