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By Sandy Szwarc
© Szwarc 2025
As we saw in Robert Muller’s Influence, the United Nations education programs are under the UN Educational, Scientific, and Cultural Organization (UNESCO).
The UN and UNESCO made a holistic curriculum for lasting peace and sustainable development, and global citizenship it priority initiative for every child. “Global citizenship is marked by an understanding of global interconnectedness and a commitment to the collective good,” according to UNESCO’s Global Citizenship Education.
As part of educating every child to become global citizens, it endorsed the World Core Curriculum of Robert Muller, which teaches UN’s Sustainable Development Goals for Education, as well as a humanist, anti-God socialism, and New Age earth-centered spirituality.
Unbelievably, this UN curriculum became compulsory in every public funded school in America.
Who on earth would impose globalism indoctrination in America’s Schools?
Our own federal Department of Education. Behind the transformation of public education into UN agents of social change were the very entities entrusted with our children’s education.
The U.S. Department of Education had been created in 1979 after the National Education Association (NEA) had promised to endorse candidate Jimmy Carter if he supported the establishment of this new federal agency.
As we learned, the NEA, powerful nonprofits, and state politicians were also the special interests behind Common Core and STEM. NEA went on to successfully lobby for the establishment of UNESCO and has become a major force behind the promotion of UN’s educational agendas and socialist world vision. As the largest and most powerful global trade union in history, NEA has been influential in seeing UNESCO become the lead organization behind accelerating UN’s Agenda 2030 and its SDGs in education.
In June 2006, all of the G8 Education Ministers − United States Secretary of Education Margaret Spellings, the Russian Federation, Canada, France, Germany, Italy, Japan, United Kingdom − along with OECD, UNESCO and the World Bank, adopted the “Moscow Declaration.”
In this Declaration, they committed their countries to cooperate in education at all levels and internationalize education; and support the UN Millennium Development Goals at all levels of education.
Worse, every UN member nation also agreed to UNESCO’s leadership over coordinating their school curriculums.
Incredibly, our federal Department of Education actually directed that every American child in public school receive UN globalism indoctrination. Worse, it turned over leadership and oversight of American school curriculums and education to UNESCO.
What does it mean to be a UNESCO school?
It means children are given UN’s “transformative education,” that teaches socialism-globalism ideologies, social justice, “planetary sustainability,” and new non-Biblical and non-Western “ways of knowing.”
Transformational learning is yet another experimental, unproven educational philosophy in public education. Under this philosophy, education is no longer about information, but is an “agent of social change” to instill globalist beliefs, values and attitudes in children.
UNESCO openly says it is building “a new social contract for education.” It calls for a future of global solidarity that rebalances relationship with each other, the planet, and technology.
Readers will recognize that this is right out of 1930’s technocracy, which gave rise to totalitarianism, collectivism, and globalism. In fact, UNESCO felt so strongly about its global sustainability and humanist agenda, it reissued its 1972 report, Learning to Be: The World of Education Today and Tomorrow “to inspire a new generation of educationalists with the wisdom of past thinking.”
All UNESCO is devoted, as its primary initiative, to UN Global Citizenship Education for every child on the planet as a key to achieving UN’s SDGs. UNESCO is the lead agency for transforming education to meet UN’s 2030 SDGs for education and Global Citizenship Education is inseparable from sustainable education.
SEL is foundational to UNESCO education.
We saw in Part 2 how SEL is psychological brainwashing and been embedded in public education.
But to prioritize meeting UN’s 2030 goals for Sustainable Development for education and Global Citizenship Education, last year, UNESCO intensified its SEL policy guidelines.
It issued “Mainstreaming social and emotional learning in education systems,” outlining how SEL is to be imbedded in every aspect of learning spaces in Global Citizenship Education.
In other words, UNESCO openly recognizes that indoctrination is essential in turning children into global citizens.
Global Citizenship Education – emotional exploitation of children
The concept of Global Citizenship Education was created by the UN and is coordinated through UNESCO’s Global Education Coalition of over 200 globalist members plus partner networks.
Through UNESCO, the teaching standards and curriculum of Global Citizenship Education were designed to instruct student on two primary UN documents: Millennium Declaration and its Millennium Development Goals, and the Universal Declaration of Human Rights. UNESCO calls for teachers to incorporate this curriculum into all of their teaching.
The Global Citizenship Teaching Standards for Grades 9-12 were published in 2013 by the controversial UN agency, UNICEF‘s Education Department. It includes lessons about the UN and SDGs, but its academics originate from our country.
- Global Citizenship teaching standards call for compliance with Common Core State Standards. Not surprisingly, the same special interests behind Common Core and STEM in
the United States were behind the development of the Global Citizenship standards: the National Governor Association’s Center for Best Practices, and CCSSO 2010 Common Core State Standards for English and reading.
- Global Citizenship curriculum standards must also comply with NCSS’ national standards for social studies, global connectedness, and environmental sustainability. So, not surprisingly, the Global Citizenship teaching standards came from NEA’s activist groups, including National Council for the Social Sciences, National Council of Teachers of English and its International Reading Association; and National Geographic Standards.
A glimpse into Global Citizenship classes show the emotional manipulation in this curriculum. High school students are inundated with urgent and scary claims that there’s only six years left to meet the SDGs to save the planet and to save the world’s children by 2030:
“Climate change, poverty, deepening inequalities and intensifying conflict are cutting children off from their chance to thrive. If we don’t act now, we risk losing millions of lives to easily preventable causes like disease, poor nutrition and unsafe environments.”
Students are also taught that global citizenship also means rejecting their religious beliefs. Students are falsely told that religions are against human rights, justify violence and discrimination, and violate the “spirituality of LGBT persons” and women’s reproductive freedoms. Students are told that being a global citizen requires they understand interconnectedness, value diversity, and challenge injustice.
Students are taught the globalist view of human rights, the UN’s Universal Declaration of Human Rights.
[As we’ve previously covered, they’re not the same as human rights or right to life, as upheld by Christians or taught by Jesus. There is no mention of God or the Creator. Under universal rights, religious “freedoms” refer to gender rights of LGBTQ and women’s “reproductive rights” to abortion. In fact, the UN’s idea of universal human rights, as outlined in its global Pact for the Future adopted last fall, are a complete socialist manifesto of entitlements − “rights” to free everything from the government, social justice, racial justice, economic equity, and a planet free from greenhouse gas emissions and use of fossil fuels.]
The Global Citizenship curriculum uses classic indoctrination tactics. Forced choice activities make kids select which “they feel most in agreement with” to gradually move them to view 
global citizenship as more important than that of their country, to feel being a global citizen is the best way to love people and be brotherly, to feel guilty for caring about their national identity or restricting immigration, to feel responsible to fight social injustice and work for global social change, to become activists to protect the environment, and to see American citizenship as racist for white men of privilege.
“Peace and justice” are redefined – just like “human rights” and “religious freedoms” − to malign American patriotic and Biblical values. But the curriculum goes further in specifically disparaging America and its allies.
Handout 4, for example, includes a paper written in 2001 by Daniel Terris with Al_Quds University. It condemns Americans for their “self-righteousness.” He tells kids that America’s friends and allies resent “our self-importance” for not embracing global citizenship, and that building global unity would be more fruitful if we worked humbly “as fellow citizens of a world in peril.” It ridicules patriotism, flags and parades and calls upon kids to “take an active role in making and remaking American ideals and aspirations…[and] talk candidly about the nation’s weaknesses.”
The course fails to reveal that Al-Quds University is the only Arab-Palestine University in Jerusalem and that it hosts Hamas militants and radical antisemitic campus rallies and has active Hamas-affiliated student organizations, as a U.S. House of Representatives investigative report found last October. It is recognized by the State Department for its antisemitic extremism and Holocaust denials. Allied professors at Columbia and Cornell called the slaughter of over 1,400 Israelis on October 7th “energizing and exhilarating.” Al-Quds President, citing the Quran, told the students that theirs was a message of justice and peace against vilification by Jews and to hold firm.
Philosophy professor, Edward C. Halper, at the University of Georgia commented about former Al-Quds University President’s philosophical presentations going back nearly thirty years, warning: “The only things shared by Hamas and progressives are anti-Americanism and anti-Semitism.”
Al-Quds University hosted the UN Conference “Revolution for Justice, Union for Change” and was a partner in the development of UN’s SDGs.
How many parents realize that school classes about the UN and global citizenship are synonymous with teaching not just earth-centered worship, but antisemitism and to reject Jesus of the Bible?
But as we’ll learn next, Global Citizenship Education also teaches radical environmentalism using equally manipulative emotional tactics on young children.
Great piece of well-researched Sandy! Thank you for answering God’s call…I know it had to cost you. I dated the sister of my best friend who went on to become Director of nurses at one of the most prestigious hospitals in Northern NJ. My best friend and his wife took threat to our the jab because the sister nurse assured them it was perfectly safe…they have had no adverse experience to date THANK GOD, but the nurse remains in total denial…anyway…sorry for drifting off topic. “Students are also taught that global citizenship also means rejecting their religious beliefs.” My bedroom window at my desk faces due East. I get two views most weekday mornings, one beautiful, the other sad. The former are the sunrises, and the latter the school bus that picks up the neighborhood school children. I’ve committed my retirement years to reclaiming our republic beginning at the county level by PRAYING for God to lead, educating existing and future elected officials and public servants on the tools God has given us to hold ALL public servants accountable to their Oath. One of our petitions focuses on the UN, and the un-Constitutional POISON it has become. I pray for parents to wake up, for Home-School networks to flourish, and for Classical Christian Education to reclaim its rightful place as the premier standard of American education! Amen.