ON BECOMING

A GLOBAL
TEACHER
 OBJECTIVES
At the end of the lesson the student will:
1. Gain deep understanding of the concepts of a global or a
global teacher in the context of 21st century education.
2. Describe the status of the teacher professionals and the
teaching profession in the ASEAN and beyond
3. Review existing ASEAN and UNESCO’s frameworks and
standards in the preparation of global teachers
4. Identify the different changes occurring in the global
teaching-learning landscape
5. Identify the 21st century skills for learners and teachers
6. Demonstrate understanding of the UNESCO’s Four pillars of
Learning as these apply to the 21st century
INTRODUCTION
Our world has been called a “global village.” Satellite
communications make possible television, telephone and documents
transmitted through fax and electronic mails across thousands of
miles in thousandths of a second.

To become a global teacher you should be:

• Equipped with a wider range of knowledge of the various
educational systems outside the country
• Master skills and competencies which can address global demands;
and
• Possess attitudes and values that satisfy these benchmark
requirements
BUT WHY A SHIFT IN THE USE OF GLOBAL TO
GLOCAL AS OUR CHAPTER TITLE?
Rolando Robertson (1992) a sociologist
• In his article “Glocalization: Time –Space and Homogeneity-
heterogeneity” suggests replacing the concept of globalization to
glocalization with the view in mind to blur the boundaries
between global and local.
• Robertson offers to see the local as one aspect of globalization.
• It many mean, a global outlook adapted to the local condition or
a local outlook adapted to the global condition.
• Further, he said that the term glocalization means it is local
culture which assigns meaning to global influences, and that the
two are interdependent and enable each other.
GLOCALIZATION
the word glocal and the process noun word glocalization as a
blending of global and local conditions a global outlook
adapted to local condition and the local condition to global
perspectives.
Oxford Dictionary of New Words (1991:134)

As future teachers, you have to blend both global and local

perspective. As the saying goes: “think globally, but act locally” or
think local but act global.” You can be a global teacher and at the
same time a global teacher, if he local perspective based on the
culture, traditions and contexts are considered.
THE CONCEPTS OF A
GLOBAL OR A GLOBAL
TEACHER IN THE
CONTEXT OF 21ST
CENTURY EDUCATION
THE CONCEPT OF A GLOBAL
TEACHER
is becoming increasingly relevant in the context of 21st-century
education, as the world becomes increasingly interconnected
and interdependent.

A global teacher is not simply someone who teaches about

global issues, but rather someone who embodies a global
mindset and approaches teaching with a global perspective.

 This means understanding the interconnectedness of the world,

respecting diverse cultures, and preparing students to be active
and engaged citizens in a globalized world.
DEFINING GLOBAL EDUCATION AND THE GLOBAL
TEACHER

Global education aims to equip individuals with the

knowledge, skills, and values necessary to understand and
engage with the complexities of the interconnected world.

It emphasizes critical thinking, problem-solving, communication,

and collaboration skills, as well as an appreciation for cultural
diversity and global citizenship.
DEFINING GLOBAL EDUCATION AND THE GLOBAL
TEACHER

A global teacher is a competent educator who possesses the

skills, attitudes, and universal values to effectively teach
students in any part of the world.

They are equipped with both traditional and modern teaching

methodologies, and they are able to adapt their teaching to
diverse learning contexts.

They are also individuals who think and act both locally and
globally, with a worldwide perspective, right in the communities
where they are situated.
 CHARACTERISTICS OF A GLOBAL TEACHER
Global teachers possess a unique set of characteristics that
enable them to effectively navigate the complexities of 21st-century
education:

1. Global Awareness and Interconnectedness

2. Cultural Sensitivity and Tolerance
3. Future-Oriented Vision
4. Creativity and Innovation
5. Commitment to Sustainable Development
6. Digital Literacy
7. Professional Development
CHARACTERISTICS OF A GLOBAL TEACHER
1. Global Awareness and Interconnectedness
They understand how the world is interconnected and recognize the
rich variety of ways of life across different cultures.

2.Cultural Sensitivity and Tolerance

They respect and value diversity, promoting understanding and
tolerance among students from different backgrounds.

3.Future-Oriented Vision
They have a clear vision of the future and understand the challenges
and opportunities that students will face in a rapidly changing world.

4.Creativity and Innovation

They are able to adapt to new technologies and pedagogical
approaches, constantly seeking ways to enhance student learning.
CHARACTERISTICS OF A GLOBAL TEACHER
5.Commitment to Sustainable Development
They believe in and take action for education that will contribute to a
sustainable future for all.

6.Digital Literacy
 They are proficient in using technology to facilitate learning and
connect with students and colleagues globally.

7.Strong Communication Skills

They are adept at communicating effectively across cultures and
languages, promoting understanding and collaboration.

8.Professional Development
They are committed to ongoing professional development, seeking
opportunities to expand their knowledge and skills in global education.
 THE ROLE OF THE GLOBAL TEACHER IN 21ST-
CENTURY EDUCATION
Global teachers play a crucial role in preparing students for the
challenges and opportunities of the 21st century. They act as:

1. Guides and Facilitators

2. Innovators
3. Communicators
4. Critical Thinkers
5. Motivators
 THE ROLE OF THE GLOBAL TEACHER IN 21ST-
CENTURY EDUCATION
Global teachers play a crucial role in preparing students for the
challenges and opportunities of the 21st century. They act as:

1. Guides and Facilitators

They encourage students to explore their interests, develop
critical thinking skills, and learn from diverse perspectives.

2. Innovators
They integrate technology into their lessons and design
innovative learning experiences that engage students and
promote deeper understanding.
 THE ROLE OF THE GLOBAL TEACHER IN 21ST-
CENTURY EDUCATION

3. Communicators
They foster open communication and collaboration,
encouraging students to share their ideas and perspectives
with others.

4. Critical Thinkers
They promote critical thinking skills, helping students
analyze information, solve problems, and make informed
decisions.

5. Motivators
They inspire and motivate students to learn, encouraging
them to pursue their passions and make a positive impact on
the world.
 THE GLOBAL TEACHER AS A LIFELONG LEARNER

Global teachers are lifelong learners who are constantly seeking

to expand their knowledge and skills.
They stay up-to-date on current educational trends and
technologies, and they are always looking for new ways to improve
their teaching practices.
They recognize the importance of collaboration and actively
engage with other educators, both locally and globally, to share
best practices and learn from each other.
CONCLUSION
The concept of a global teacher is essential in the context of 21st-
century education.
These educators are not only knowledgeable about global issues
but also possess the skills, attitudes, and values necessary to
prepare students for a world that is increasingly interconnected and
complex.
By embracing a global perspective and promoting critical thinking,
collaboration, and cultural understanding, global teachers can
empower students to become active and engaged citizens in a
globalized world.
 A CLOSER LOOK AT THE
TEACHERS AND THE
TEACHING PROFESSION
IN THE ASEAN AND
BEYOND
 THE ASEAN: ONE VISION, ONE
IDENTITY, ONE COMMUNITY
A. The levels of schooling as a teaching Meliu
• Primary Level
• Secondary Level
• Tertiary Level
Table 2.Variations in the number of years in basic education level across the ASEAN members.
Variation Levels of Schooling and Number of years
s
Primary/ Lower Upper Total number Countries (as
elementa secondary secondary of years of 2013)
ry
Version 1 5yrs 4yrs 3yrs 12yrs Lao PDR

Version 1 5yrs 4yrs 2yrs 11yrs Myanmar

Version3 6yrs 3yrs 2yrs 11yrs Malaysia

Version4 6yrs 3yrs 3yrs 12yrs Brunei,

Cambodia,
Indonesia,
Thailand,
Vietnam

Version 5 6yrs 4yrs 2 yrs (pre- 12yrs Singapore,

university for Philippines
Singapore)
*ASEAN State of Education Report, 2
 COMPONENTS OF TEACHER
PREPARATION
Four (4) important components:

1. General knowledge and understanding (What to know

about oneself and world.)

2. Pedagogy (How to teach).

3. Teaching practicum/experimental learning ( Immersion

to the real world of teaching/ Practicum/ teaching internship)

4. Specialized knowledge/ Major Courses (What to teach in

specific discipline or subject area)
 COMPONENTS OF TEACHER
PREPARATION
Several standards and competencies were developed as a
guide for all teachers some of which will be discussed in detail in
the succeeding lesson. But the most common are standards that
revolve around or anchor on the following domains:

• Skills on the 21st century

• Professionalism and accountability
• Pedagogical competence
• Teacher’s characteristics/ qualities
• Knowledge competence
 THE TEACHING PROFESSION PRACTICES
IN THE ASEAN

3 Teacher’s Major Responsibilities

1. Actual teaching
refers to the time of engagement of the teacher with the
learners.

2. Management of learning
refers to activities that support the actual teaching.

3. Administrative work
refers to the teacher’s job that includes writing test items,
checking and recording of test paper results, attending to
parents, making reports and other related activities.
 THE TEACHING PROFESSION PRACTICES
IN THE ASEAN
Teacher Licensing and Recruitment
Most teachers are licensed as professional or are certified to
teach by the country’s appropriate agencies. Those who are not
certified of licensed become para-professionals or assistant teacher.
• Philippines, it is the Professional Regulation Commission (PRC)
• Singapore it is the national institute for Education (NIE).
• Thailand, it is the teacher Education Council (Khurusapha)
• Indonesia, Akta IV teacher license
• In other countries where no licensing is provided, certification is
issued instead. This is done by the Ministry of Education or the
teacher education colleges or universities.
 THE TEACHER AND THE TEACHING
PROFESSION BEYOND THE ASEAN
“Benchmarking is learning the best from the best practices of the
world’s’ best educational systems.”

There are three(3) examples of countries beyond the ASEAN.

1. China
2. Japan
3. United States of America
1. CHINA
Education, one of the fundamental Chinese traditions, entered a new
era of deep transformation after 1949. Education was used as a vital tool
for centralization and unification of the country. The new educational
system includes:
• Six years of primary education
• Three years of junior school, three years of senior middle school.
• Six years of university
• Varieties of technical and vocational schools.
 TWO MAIN CATEGORIES OF
TEACHERS IN CHINA
1. Gongban (state-paid)
teachers who earn salary comparable with other state
employees in state- owned enterprise.

2. Minban (Community-paid)
teachers who are paid by local community depending on the
community income.
CHINESE TEACHERS ENJOY UNQUESTIONABLE
AUTHORITY
The general assumption in the Chinese society is that the
teacher tells the single and absolute truth, and the job of the
students is to absorb the knowledge conveyed by the teacher
without question.

Students are guided by the following tents:

• Important knowledge comes from teachers and textbooks
• Learning involves listening, thinking and silent practice
• Knowledge espoused by the teacher and the textbook is not to
be challenged.

China ranked 1 in the Global Teacher Status Index, where

teaching profession is regarded equal to the doctor.
2. JAPAN

• The Japanese education system is highly centralized and is

administered by the Mombusho or Ministry of education.
• In Japan, education is free and compulsory for children from 6 to 15
years.
• Classes are large and teaching methods are usually lectures.
• Japanese students spend 243 days a year in school. The School
calendar is year- round with some breaks between sessions.
STANDARD CURRICULUM INCLUDES;
• Japanese language
• Social studies
• Math and science
• Art
• Music
• Home economics
• Physical education
 THE JAPANESE EDUCATIONAL SYSTEM IS
DIVIDED INTO FIVE BASIC LEVELS:
1. Kindergarten,
2. Elementary schools (six years)
3. Lower secondary school (three years)
4. Upper secondary school (three years); and
5. University (usually around four years).
THE TEACHING PROFESSION IN
JAPAN
• Japanese teaches are an essential element in the success story
of the country.
• Major responsibilities are entrusted upon the teachers for moral
education and character development and for instilling values,
attitudes and living habits in students at all levels.
• According to the Global teacher Status Index in 2013, the
average of annual salary of teachers in Japanese is equivalent to
$ 43,775.00 annually, which is second to Singapore.

Teaching is one of few lifetime professional career opportunities

readily available to women in Japan.
2 TEACHER CERTIFICATION IN JAPAN
First class certificate
is issued to teach in the pre-school, elementary or secondary
teachers with basic qualification of having earned a Bachelor’s
Degree.

Second class certificate

has a basic qualification of 2 years of study (62 credits units) in
a university or other post- secondary institution. While to teach
in the secondary level, without a Master’s degree, the Second
Class certificate will be issued.
3. UNITED STATES OF AMERICA
The American Educational System has greatly influenced the
Philippine Educational system specifically the making of the Filipino
teacher.
Basic Education, the Avenue for Teaching Jobs in USA
The 6 levels of education in the U.S :
• Pre-primary education
• Primary education
• Middle school education
• Secondary education
• Junior high school
• Senior high school
 TEACHER STATUS
Social Status of Teachers.
Contextual understanding of the teachers status was done by
ranking teaching alongside other professions in the country.
• Two thirds of the countries judged the status of teachers to be most
similar to social workers(Germany, Italy, Spain, Switzerland and
the Netherlands.)
• The second closest status was to librarians ( USA, Brazil,
France, Turkey) and
• New Zealand, people think that the job of teaching is most similar
to nursing.
• Only one country (china) think of teachers as being most closely
compared to doctors.
REVIEW EXISTING ASEAN
AND UNESCO’S
FRAMEWORKS AND
STANDARDS IN THE
PREPARATION OF GLOBAL
TEACHERS.
ASEAN and UNESCO
• Both ASEAN and UNESCO have established frameworks and
standards to enhance the preparation of global teachers,
focusing on quality education and cross-cultural competencies.

ASEAN Framework
ASEAN (Association of Southeast Asian Nations) has developed
several initiatives to improve education standards across member
countries.
3 ELEMENTS OF ASEAN FRAMEWORK
1. ASEAN Qualifications Reference Framework (AQRF)
2. ASEAN Teacher Development Network (ATDN)
3. ASEAN Curriculum Framework
 3 ELEMENTS OF ASEAN FRAMEWORK

1. ASEAN Qualifications Reference Framework (AQRF)

This framework aims to align educational qualifications across
ASEAN countries, ensuring that teacher training and
qualifications meet regional standards and facilitate mobility.

2. ASEAN Teacher Development Network (ATDN)

Established to enhance the professional development of
teachers by promoting best practices, sharing resources, and
providing training opportunities across the region.
 3 ELEMENTS OF ASEAN FRAMEWORK

3. ASEAN Curriculum Framework

This framework supports the development of a harmonized
curriculum that encourages the integration of regional
perspectives and competencies, preparing teachers to handle
diverse classroom environments.
UNESCO FRAMEWORK
• UNESCO (United Nations Educational, Scientific and Cultural
Organization) has comprehensive standards and frameworks that
influence global teacher preparation.

4 elements of UNESCO Framework

1. UNESCO’s International Standards for Teachers
2. Global Education Monitoring Report (GEMR)
3. Teachers for Global Citizenship Framework
4. UNESCO’s ICT Competency Framework for Teachers (ICT-CFT)
 4 ELEMENTS OF UNESCO FRAMEWORK
1. UNESCO’s International Standards for Teachers
 These standards emphasize key competencies, including subject
knowledge, pedagogical skills, and the ability to address diverse learning
needs.

2. Global Education Monitoring Report (GEMR)

 Provides guidelines and insights into effective teacher preparation and
professional development, focusing on equity, inclusiveness, and quality
education.

3. Teachers for Global Citizenship Framework

 This framework encourages the integration of global citizenship
education into teacher preparation programs, promoting skills like
intercultural understanding and sustainable development.

4. UNESCO’s ICT Competency Framework for Teachers (ICT-CFT)

 Focuses on integrating technology into teaching practices, ensuring that
COMPARISONS
1. Regional vs. Global
 ASEAN frameworks often focus on regional integration and
alignment, while UNESCO’s frameworks address global
standards and competencies.

2. Curriculum Development
ASEAN emphasizes regional curriculum harmonization, whereas
UNESCO
 THE GLOBAL TEACHING-LEARNING
LANDSCAPE
is undergoing a dramatic transformation, driven by technological
advancements, shifting societal needs, and evolving educational
philosophies. This shift is creating new opportunities for learners
and educators alike, while also presenting challenges that require
innovative solutions.
KEY CHANGES IN THE TEACHING-
LEARNING LANDSCAPE
The following are some of the most significant changes reshaping
the global teaching-learning landscape:
1. The Rise of Online Learning
2. Blended Learning Models
3. Skills-Based Education
4. Project-Based Learning
5. Personalized Learning Pathways
6. Focus on Social and Emotional Learning
Key Changes in the Teaching-Learning Landscape

1.The Rise of Online Learning

 Online learning platforms have exploded in popularity,
offering a wide range of courses and resources across diverse
subjects.

2. Blended Learning Models

 Blended learning, which combines traditional face-to-face
instruction with online learning components, has become
increasingly popular in schools and educational institutions
worldwide.

3.Skills-Based Education
 In response to the changing needs of the workforce and the
increasing demand for job- ready skills, there has been a
growing emphasis on skills-based education across the globe.
Key Changes in the Teaching-Learning Landscape

4. Project-Based Learning
 Project-Based Learning (PBL) has emerged as a powerful
pedagogical approach that emphasizes hands-on, experiential
learning and encourages students to explore real-world
problems and issues.

5. Personalized Learning Pathways

 Personalized Learning, which tailors instruction and learning
experiences to the individual needs, interests, and abilities of
each student, is gaining traction as a key trend in global
education.

6. Focus on Social and Emotional Learning

 An addition to academic knowledge and skills, there is growing
recognition of the importance of social and emotional learning
 These changes in the teaching-learning landscape have
significant implications for educators, learners, and policymakers.
Educators need to adapt their teaching practices to incorporate
new technologies, embrace diverse learning styles, and foster
collaboration and creativity.
As technology continues to evolve and societal needs shift, the
global teaching-learning landscape will continue to transform. It is
essential for all stakeholders to stay informed about emerging trends
and best practices in education to ensure that learners around the
world have the opportunity to reach their full potential.
IDENTIFYING 21ST CENTURY SKILLS
FOR LEARNERS AND TEACHERS ON
BECOMING A GLOBAL TEACHER
INTRODUCTION
In the 21st century, the role of educators has evolved
significantly, requiring both learners and teachers to acquire new
skills to thrive in a globalized and interconnected world. The concept
of a "global teacher" emphasizes the need for educators to not only
impart knowledge but also to cultivate global competencies in their
students, preparing them for challenges and opportunities in a
diverse and rapidly changing world (Mansilla & Jackson, 2011). This
report explores the essential 21st-century skills that both learners
and teachers must develop to become effective global educators.
 21ST CENTURY SKILLS FOR
LEARNERS
1. Critical Thinking and Problem-Solving
 Learners must be able to think critically, analyze information,
and solve complex problems. This involves evaluating
evidence, identifying biases, and making reasoned decisions
(Saavedra & Opfer, 2012).

2. Communication and Collaboration

 Effective communication and the ability to collaborate with
diverse teams are crucial. Learners should be able to express
ideas clearly and work effectively in multicultural and
multidisciplinary teams (Trilling & Fadel, 2009).
 21ST CENTURY SKILLS FOR
LEARNERS
3. Digital Literacy
 In an increasingly digital world, learners need to be proficient in
using technology to access information, communicate, and
collaborate. Digital literacy also involves understanding the
ethical use of digital tools and platforms (International Society
for Technology in Education [ISTE], 2016).

4. Creativity and Innovation

 Creativity is essential for developing new ideas and solutions.
Learners should be encouraged to think outside the box and
apply innovative approaches to various challenges (Robinson,
2011).
approaches to various challenges (Robinson, 2011).

21ST CENTURY SKILLS FOR

LEARNERS

5. Global Awareness and Cultural Competence

 Global awareness involves understanding and appreciating
cultural diversity, international issues, and global dynamics.
Cultural competence allows learners to interact respectfully
and effectively with people from different backgrounds
(Boix Mansilla & Jackson, 2011).
 21ST CENTURY SKILLS FOR
TEACHERS
1.Pedagogical Expertise
 Teachers must have a deep understanding of modern teaching
methods, including differentiated instruction and inquiry-based
learning, to effectively engage 21st-century learners (Darling-
Hammond et al., 2017).

2. Technological Proficiency
 Teachers need to be adept at integrating technology into the
classroom to enhance learning. This includes using digital tools for
instruction, assessment, and communication (ISTE, 2016).
 21ST CENTURY SKILLS FOR
TEACHERS
3. Cultural Responsiveness
 Global teachers must be culturally responsive, adapting their
teaching strategies to meet the needs of diverse learners and
fostering an inclusive learning environment (Gay, 2010).

4. Continuous Professional Development

 Lifelong learning is essential for teachers to stay updated with the
latest educational trends, technologies, and global issues.
Professional development should focus on both content knowledge
and pedagogical skills (Hargreaves & Fullan, 2012).
 21ST CENTURY SKILLS FOR
TEACHERS

5. Leadership and Advocacy

 Teachers should act as leaders and advocates for educational
equity and global citizenship. This involves influencing policy,
promoting best practices, and empowering learners to become
active global citizens (Shields, 2013).
 BECOMING A GLOBAL TEACHER

1. Embrace Global Competence

 Global teachers cultivate global competence by integrating
global issues into their curriculum and encouraging students
to think critically about their roles as global citizens (Boix
Mansilla & Jackson, 2011).

2. Foster an Inclusive Classroom Environment

 Global teachers create an inclusive classroom where diversity
is celebrated, and all students feel valued and supported
(Gay, 2010).
 BECOMING A GLOBAL TEACHER
3. Leverage Technology for Global Learning
 Technology can be used to connect students with peers
around the world, exposing them to different cultures and
perspectives (ISTE, 2016).

4. Promote Ethical and Sustainable Practices

 Global teachers advocate for ethical practices and
sustainability, teaching students to consider the social,
environmental, and economic impacts of their actions
(UNESCO, 2015).
CONCLUSION

To become effective global educators in the 21st century, both learners

and teachers must develop a set of essential skills that include critical
thinking, cultural competence, and technological proficiency. These skills
are vital for navigating the complexities of a globalized world and preparing
students to become active, informed global citizens. By fostering these
competencies, educators can contribute to a more equitable and
sustainable future.
 UNESCO’S FOUR
PILLARS OF LEARNING
 THE FOUR PILLARS OF LEARNING
The four pillars of learning, as outlined by UNESCO, provide
a comprehensive framework for education that transcends
traditional academic boundaries. Let's delve deeper into each pillar,
exploring their relevance and application in the contemporary world.

1. Learning to Know
2. Learning to Do
3. Learning to Live Together
4. Learning to Be
THE FOUR PILLARS OF LEARNING

1. Learning to Know:

This pillar goes beyond simply acquiring factual knowledge.

It emphasizes developing critical thinking skills, the ability to
analyze information from diverse sources, and synthesize
knowledge into meaningful understanding.
 In the age of information overload, this pillar equips individuals
to discern truth from falsehood, navigate complex information
landscapes, and formulate informed opinions.
EXAMPLES:

Research skills:
• Learning to effectively research, evaluate sources, and synthesize
information is crucial for academic success, professional
development, and informed decision-making in everyday life.

Problem-solving:
• This pillar encourages individuals to approach challenges with a
critical and analytical mindset, breaking down complex problems
into manageable components and developing creative solutions.

Lifelong learning:
• "Learning to know" emphasizes the importance of continuous
THE FOUR PILLARS OF LEARNING

2. Learning to Do:

This pillar focuses on the practical application of knowledge and

the development of hands-on skills.
It goes beyond theoretical understanding, encouraging
individuals to translate knowledge into action and solve real-
world problems.
 This pillar emphasizes experiential learning, collaboration, and
the development of entrepreneurial and problem-solving skills.
EXAMPLES:
Vocational training:
• This pillar encourages individuals to develop skills that are directly
applicable in the workplace, such as technical skills,
apprenticeships, and entrepreneurial ventures.

Project-based learning:
• This approach allows students to apply their knowledge to real-
world projects, fostering creativity, problem-solving, and teamwork
skills.

Internships and apprenticeships:

• These experiences provide valuable opportunities to learn practical
skills, gain real-world experience, and develop professional
networks.
THE FOUR PILLARS OF LEARNING

3. Learning to Live Together:

This pillar emphasizes the importance of social and civic

responsibility, intercultural understanding, and collaborative
problem-solving.
It encourages individuals to develop empathy, respect for
diversity, and the ability to communicate effectively across
cultural boundaries.
EXAMPLES:
Community engagement:
• This pillar encourages individuals to participate in community
projects, volunteer work, and initiatives that promote social
cohesion and address societal challenges.

Global citizenship:
• This pillar fosters a sense of responsibility towards the world,
promoting understanding of global issues, and encouraging
participation in international initiatives.

Conflict resolution:
• This pillar encourages individuals to develop skills in resolving
conflicts peacefully, promoting dialogue, and finding common
ground.
THE FOUR PILLARS OF LEARNING

4. Learning to Be:

This pillar focuses on personal development, self-awareness,

emotional intelligence, and ethical values.
 It encourages individuals to explore their identity, develop a
sense of purpose, and cultivate personal well-being.
This pillar emphasizes self-reflection, mindfulness, and the
development of strong ethical frameworks.
EXAMPLES:
Mindfulness and self-reflection:
• This pillar encourages individuals to cultivate self-awareness,
manage emotions effectively, and develop a sense of inner peace.

Creative expression:
• This pillar encourages individuals to explore their creativity through
art, music, writing, or other forms of artistic expression, fostering
self-discovery and personal growth.

Ethical decision-making:
• This pillar encourages individuals to develop a strong moral
compass, make ethical choices, and contribute to a more just and
equitable world.
CONCLUSION
UNESCO's four pillars of learning provide a timeless
framework for education that remains relevant in the 21st century.
By embracing these pillars, individuals can develop the skills, values,
and perspectives necessary to thrive in a rapidly changing world,
contributing to a more sustainable, equitable, and peaceful future.
THANK YOU FOR LISTENING!
GROUP III
1. Zaira Rose F. Faina
2. Danreb Fajutnao
3. Karla Catherine Falame
4. Lyndel Fadriquelan
5. Perlyn Falcunaya
6. Primacel Abanilla