在资金、贸易、技术、知识和人员等跨境流动的全球化时代，高等教育国际化为各国高等教育创造机遇的同时，也让其面临质量保障、人才流失等诸多方面的挑战。在全球化进程中，国际组织已经成为民族国家之外不可忽视的治理力量。 所谓全球教育治理，正是国际组织及其构成的国际规则在教育领域参与治理的最新进展。作为当今世界教育领域最有影响力的国际组织，联合国教科文组织（United Nations Educational，Scientific and Cultural Organization，UNESCO）已经成为全球教育治理的协商者、倡议者、构建者和促进者，在全球教育治理中的影响力与日俱增，对推动高等教育国际化发展发挥着重要作用。加强与UNESCO在高等教育领域的合作，主动在UNESCO参与全球教育治理中做出行动，积极参与高等教育国际规则和标准的制定已经成为新时期我国完善教育对外开放战略布局的需要。因而，在高等教育国际化背景下，研究UNESCO参与全球教育治理的理念与实践，探析其参与全球教育治理的价值取向和作用机制等内容，对于推动我国高等教育国际化发展，扩大我国教育对外开放有着重要意义。 本研究以俞可平的全球治理理论作为理论基础和分析框架，运用文献研究法，尝试在高等教育国际化背景下，对UNESCO参与全球教育治理进行相对系统和全面的探讨。鉴于此，研究在第一部分探讨了UNESCO参与全球教育治理的背景、组织架构与教育部门、国际合作关系；在第二部分探讨了UNESCO参与全球教育治理的目标与价值取向；在第三部分探讨了UNESCO参与全球教育治理的范围与内容；在第四部分探讨了UNESCO参与全球教育治理的作用机制；在第五部分探讨了UNESCO参与全球教育治理的影响与局限；在第六部分进行了总结与反思，指出国际组织参与全球教育治理中我国所面临的挑战与应对之策。 通过对高等教育国际化背景下UNESCO参与全球教育治理理念与实践的深入探析，本研究最终得出以下四点结论：UNESCO在组织框架、教育机构和全球合作网络层面构建参与全球教育治理的框架结构；UNESCO将落实教育基本人权，促进高等教育公平和保障高等教育质量作为参与全球教育治理的目标与价值取向；UNESCO具有一定权威，能通过倡导高等教育理念等途径参与全球教育治理；UNESCO参与全球教育治理虽然在理论和实践方面产生了深远影响，但仍然面临来自经费等方面的挑战。

In the globalization era of cross-border flows of capital, trade, technology, knowledge, and personnel, the internationalization of higher education has created opportunities for higher education in all countries, while higher education in all countrie are also facing challenges in quality assurance, brain drain, and many other aspects. The so-called global education governance is the latest development in the governance of international organizations and their international rules. As the most influential international organization in the field of education in the world today, the United Nations Educational, Scientific and Cultural Organization (UNESCO) has become a global negotiator, advocate, builder, and promoter of educational governance, and Its influence in global education governance is increasing. The increasing influence in governance has played an important role in promoting the internationalization of higher education. Strengthening the cooperation with UNESCO in the field of higher education, taking the initiative to participate in the governance of global education dominated by UNESCO, and actively participating in the formulation of international rules and standards for higher education has become the need for China to improve the strategic opening up of education in the new era. Therefore, under the background of the internationalization of higher education, It is of great significance to study the concept and practice of UNESCO's participation in global education governance, and to explore its value orientation and mechanism of participation in global education governance,which will promote the internationalization of higher education in China and expand the opening up of China's education. This study uses Yu Keping's global governance theory as a theoretical basis and analysis framework, and uses literature research methods to try to conduct a relative systematic and comprehensive discussion on UNESCO's participation in global education governance in the context of higher education internationalization. In view of this, in the first part of the research, it is discussed that the background, organizational structure and education sector of UNESCO's participation in global education governance, and the international cooperation relationship. In the second part, it is discussed that the goals and values of UNESCO's participation in global education governance. In the third part, it is discussed that UNESCO participates in the scope and content of global education governance; in the fourth part, it is discussed that the mechanism of UNESCO's participation in global education governance; in the fifth part, it is discussed that the impact and limitations of UNESCO's participation in global education governance; and concludes and reflects on the sixth part. it is pointed out that the challenges faced by international organizations in the global education governance and the countermeasures. Through in-depth analysis of UNESCO's participation in the concept and practice of global education governance in the context of the internationalization of higher education, this study concluded the following four conclusions: UNESCO's participation in global education governance has a sound framework; UNESCO's participation in global education governance has a clear self Positioning; UNESCO's participation in global education governance has a mature operating mechanism; UNESCO's participation in global education governance is far-reaching but still faces numerous challenges.