This compendium of resources was created by team members participating in the Holistic Languages Pedagogies  Project at the Center for Professional Learning at Childhood Education International between July and October 2024. The project brought together English language educators from Ukraine and the United States to learn about and apply holistic language pedagogies together in a virtual community of practice.

This policy brief draws from the findings of a comprehensive Education Research in Conflict and Protracted Crisis (ERICC) research study titled “Formative research on system coherence for quality and effective delivery of the Myanmar Curriculum in Cox’s Bazar”

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.

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

Educator has effective methods to get to know students’ assets (strengths) and can incorporate students’ strengths, interests, and goals into the curriculum.

L’éducateur ou l’éducatrice dispose de méthodes efficaces pour apprendre à connaître les compétences (points forts) des élèves et peut intégrer ces points forts, leurs centres d’intérêt et leurs objectifs dans le programme d’études.

These Guidelines intend to increase awareness and improve understanding of how racism manifests itself in educational materials and to provide guidance on how to counter this phenomenon.

Drawing from a decade of experience in developing gamified Math content for Grade 1 – 3 learners in seven countries, Can’t Wait To Learn (CWTL) has now designed a full maths programme that can be used in the classroom with a level of standards that are flexible and adaptable to different curricula around the world.

We propose looking to art and design via STEAM (science, technology, engineering, ART and math) as a way of foregrounding the needs of learners today.

Informed by the ERICC Conceptual Framework and consultations with local stakeholders, our research agenda tackles the problem by developing a series of studies on three key aspects of education in Cox’s Bazar: ongoing responses to the recently introduced Myanmar curriculum, the current role of madrasas and their potential as partners for education interventions, and an analysis on continuing education for girls and older adolescents.