- 澳大利亚，个人与社会能力
- Self-awareness: personal awareness; Self-management: goal setting; Social management: decision-making2026 年 10 月 10 日经 AI 审阅，对照 Australian Curriculum Version 9.0 的 General capabilities: Personal and Social capability 及其要素和子要素核对，尚未经人类顾问核对。
- 巴西，BNCC
- Digital culture (GC 5) — using digital technologies critically, reflectively and ethically; Self-knowledge and self-care (GC 8)尚未与原始文件核对。
- 加拿大，BC 核心素养
- Personal Awareness and Responsibility — self-regulating (owning one's choices); Positive Personal and Cultural Identity — personal values and choices尚未与原始文件核对。
- 加拿大，安大略省健康与体育
- Critical and creative thinking — decisions about Internet and social media use (1.5); Personal skills — self-monitoring (1.1) · Gr 7–8: A1.6尚未与原始文件核对。
- 智利，Orientación（辅导课）
- Wellbeing and self-care — actions for wellbeing, including safety measures when using social networks (OA 4, 7°–8°)尚未与原始文件核对。
- 英格兰，PSHE
- Health and Wellbeing: balance with online activities (KS3 H13, KS4 H12); Living in the wider world: media literacy and digital resilience (KS3 L20, L25)2026 年 10 月 10 日经 AI 审阅，对照 PSHE Association 的 Programme of Study for PSHE education, Key stages 1 to 5（2020 年版措辞，读自一所学校托管的副本，2023/24）核对，尚未经人类顾问核对。
- 英格兰，RSHE
- Wellbeing online: limiting time online and the impact of content (statement 1); how advertising and information are targeted (statement 5)2026 年 10 月 10 日经 AI 审阅，对照 DfE 自 2026 年 9 月 1 日起施行的 Relationships education, relationships and sex education (RSE) and health education 指南核对，尚未经人类顾问核对。
- 芬兰，跨学科通用能力
- L5 ICT competence — responsible and safe use; L3 Taking care of oneself and managing daily life — technology in one's own life尚未与原始文件核对。
- 加纳，核心素养
- Digital Literacy — using digital media responsibly; Critical Thinking and Problem-Solving — analysing issues尚未与原始文件核对。
- 香港，价值观教育
- Media and information literacy education (媒體和資訊素養教育) — risks and etiquette of social platforms (S1–S3); Responsibility (責任感)尚未与原始文件核对。
- 印度，NEP
- Mental health (NEP 4.28)2026 年 10 月 10 日经 AI 审阅，对照 National Education Policy 2020 的最终英文文本（2020 年 7 月，PIB 托管的副本）核对，尚未经人类顾问核对。
- 印度尼西亚，毕业生画像
- Critical reasoning (penalaran kritis) — analysing problems; Independence (kemandirian) — taking responsibility (bertanggung jawab)尚未与原始文件核对。
- 爱尔兰，初中阶段身心安康课程
- Aware — knowing my values and thinking through my decisions; Responsible — acting to protect my wellbeing尚未与原始文件核对。
- 日本，学习指导要领
- Moral education A — freedom and responsibility (自主，自律，自由と責任); information morals (情報モラル)尚未与原始文件核对。
- 肯尼亚，素养本位课程
- Digital Literacy — awareness of societal issues raised through digital media; Critical Thinking and Problem Solving尚未与原始文件核对。
- 墨西哥，Nueva Escuela Mexicana（新墨西哥学校）
- Axis: Critical thinking — how platform design shapes behaviour; Axis: Healthy living — questioning consumption habits尚未与原始文件核对。
- 新西兰，健康与体育
- Healthy communities and environments — societal attitudes and values; KAL mental health — the effects of media messages尚未与原始文件核对。
- 苏格兰，健康与身心安康
- Mental and emotional wellbeing — how what happens around me shapes my feelings, reactions and behaviour (HWB 3-04a); Relationships, sexual health and parenthood: popular culture, the media and peer pressure can influence how I feel about myself (HWB 3-46b)2026 年 10 月 10 日经 AI 审阅，对照 Education Scotland 的 Curriculum for Excellence, Health and wellbeing: experiences and outcomes 核对，尚未经人类顾问核对。
- 新加坡，CCE
- SEC: self-management and responsible decision-making; CCE Curriculum Content Area: Cyber Wellness2026 年 10 月 10 日经 AI 审阅，对照 MOE 2021 年的 Character and Citizenship Education (CCE) Syllabus, Secondary 核对，尚未经人类顾问核对。
- 南非，生活指导
- Development of the self in society — media influence on lifestyle choices; informed decision-making (Gr 9)尚未与原始文件核对。
- 美国，CASEL
- self-awareness; self-management; responsible decision-making2026 年 10 月 10 日经 AI 审阅，对照 casel.org 上发布的 CASEL Framework (2020) 核对，尚未经人类顾问核对。
- 欧盟，LifeComp
- P3 Wellbeing — how behaviour and environmental factors influence wellbeing (P3.1); P1 Self-regulation — regulating behaviour (P1.2)尚未与原始文件核对。
- 中东和北非，联合国儿童基金会生活技能
- Critical thinking — assessing how platform design and social media shape behaviour; Decision-making — choices aligned with values尚未与原始文件核对。
- IB，ATL
- Self-management: affective skills (mindfulness awareness); Research: media literacy skills (informed choices about viewing)2026 年 10 月 10 日经 AI 审阅，对照 IB 的 MYP: From principles into practice 中的 Approaches to learning（自 2014 年 9 月/2015 年 1 月起使用，一所学校托管的副本）核对，尚未经人类顾问核对。
- OECD 学习罗盘
- Student agency; Core foundations: health foundations2026 年 10 月 10 日经 AI 审阅，对照 OECD Learning Compass 2030 的概念说明 Skills for 2030 和 Core Foundations for 2030（2019）核对，尚未经人类顾问核对。
- 联合国教科文组织 SEL
- Mindfulness (attention regulation); Critical Inquiry (examining how apps shape attention)2026 年 10 月 10 日经 AI 审阅，对照 MGIEP 列出四项能力的网页核对，各项能力的定义取自 Rethinking Learning (MGIEP, 2020) 的摘要，因为该书原文当时无法打开；尚未经人类顾问核对。
- 世界卫生组织生活技能
- Critical thinking — assessing how media and design influence behaviour; Decision making — choosing in line with one's values尚未与原始文件核对。
- 内在发展目标
- Being: Inner Compass; Being: Self-Awareness2026 年 10 月 10 日经 AI 审阅，对照 Inner Development Guide 中分属 5 个维度的 25 项技能（idg.guide，2025）核对，尚未经人类顾问核对。
- 倡导者课程，能力
- Understand self2026 年 10 月 10 日经 AI 审阅，对照十次倡导者课程的三种能力（以 /advocates/ 上各次课程的命名为准）核对，尚未经人类顾问核对。
