Finding the ways to utilize evolving pedagogical methods, particularly the revolution in ICTs to disseminate Disarmament issues.


UNODA Treaties Database

Since 1978, the United Nations has been publishing theStatus of multilateral Arms Regulation and Disarmament Agreements.

New information and communication technologies, especially the Internet, offer tremendous opportunities for expanding disarmament and nonproliferation pedagogy, including access to new audiences and non-traditional students, as well as improvements in the quality of education. 

High-technology methods complement and enhance traditional forms of education, while not replacing them. The Internet, for instance, is not fully accessible in some regions where the infrastructure is not sufficient, or where people are not familiar with such technology. Yet as these obstacles are overcome, it has a great potential rapidly to become a more effective tool for education. 

The wealth of disarmament and non-proliferation information and resources available on the Internet grows daily. Hypermedia technology allows the learner to set the pace and encourages the exploration of new information through an infinite number of linkages. Multimedia tools, including streaming videos, web casts, chat rooms and bulletin boards, permit the learner to observe, participate and network in ways that were unimaginable only a few years ago. Links to databases are extraordinary resources for research and further study. 

High- and low-technology teaching tools and techniques for conveying content, stimulating interest and evoking emotion such as videos, animation, electronic games, theatre, dance, films and the graphic arts such as photography are useful and effective means for presenting the subject of disarmament and nonproliferation as well as concepts such as tolerance, democracy and conflict resolution. 

Already in 1980, the Final Document of the WorldCongress on Disarmament Education highlighted the need to utilize ìthe most imaginative education methods, particularly those of participatory learning. Participatory learning techniques aim at teaching how to think rather than what to think about disarmament and non-proliferation. Among the most effective forms of participatory learning are role-playing or simulation exercises that foster the mind-expanding process of seeing the world through the eyes of the other. Participatory learning has the additional benefit of being adaptable to nearly any context. A simulation can just as easily take place with participants sitting in a circle as with learners on different continents linked by videoconferencing technology.

 Educating the educators and training the trainers is especially important with respect to the use of new technology. Teachers that are involved in disarmament and non-proliferation education, as well as scientists and engineers, need on-the-job training so that they can benefit from new technology

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