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Almost all aspects covered in this MIL Curriculum are related to GCED. 91�鶹������Ʒ���� developed many teaching and assessment resources on GCED. Many of these are listed in the Resources section further below. The focus on this unit, then, is to give the users insights into how MIL relates to GCED and to direct them to GCED resources from UNESCO and other partners.

UNESCO defines GCED as follows:

Global citizenship education aims to be transformative, building the knowledge, skills, values and attitudes that learners need to be able to contribute to a more inclusive, just and peaceful world. Global citizenship education takes ‘a multifaceted approach, employing concepts and methodologies already applied in other areas, including human rights education, peace education, education for sustainable development and education for international understanding’ and aims to advance their common objectives. Global citizenship education applies a lifelong learning perspective, beginning from early childhood and continuing through all levels of education and into adulthood, requiring both ‘formal and informal approaches, curricular and extracurricular interventions, and conventional and unconventional pathways to participation.

When we consider “audience”, think of this also in the context of global citizenship. It is important not see audience in a singularly isolated way as there are many divergent, overlapping publics and “mini-publics” that can easily form and be informed not just receivers, but also as producers and distributors of content. Mainstream and official media outlets, although still important, can now be challenged, shaped and obscured by a multiplicity of alternative content providers, networks, applications and systems. We may not be exactly sure who is reading, viewing, listening or engaging otherwise with content at any given time. This is significant because some of our messages, videos, podcasts, comments, images, etc. may become “viral” or they may be disregarded, or they may be misinterpreted, or they may find new, unknown audiences with which and whom to build alliances. They may be mixed, revised in different contexts, and mashed with other elements (e.g. different visuals or audio aspects). This reality has several implications. lt can compromise or enable the stated objectives of global citizenship mentioned above. It creates repercussions for content producers/providers and consumers alike. This is in addition to the challenges in the education sector, which must mediate the usage, interpretation and engagement with content products in a broad sense. At the same time, the information and communication ecology is permeated with global citizenship considerations. Youth, in particular, are preoccupied with the type of world that they are seeing, contributing to, and inheriting.