[Purpose]Since the establishment of SDGs in 2015, the discussion on the roles of multilateral agencies has been expanded. They, indeed, have played critical roles in the global crisis of COVID-19 as developing strategies and implementing programs addressing emerging educational needs. Considering the context, the study aims to systematically identify the educational strategies of UNESCO, UNICEF, and GPE. [Methods]To this end, educational strategic reports published by the agencies from 2013 to 2021 were analyzed, and the unique features, purposes, and functions of each multilateral agency were compared using the text-mining analysis method. [Results]Firstly, UNESCO was characterized by its consistency in its educational strategy as the one who initiates global dialogue and influences educational policy at the national level. Furthermore, UNICEF preferred an inter-sectoral approach addressing education as human-right, and GPE was an evidence-driven funding organization emphasizing the global partnership with the public and the private. Secondly, this study found similar educational strategies aimed at cooperating with various stakeholders for the COVID-19 responses, while the partners and ways to collaborate varied. In addition, the educational strategic trends of UNESCO, which proposed fostering global citizens, UNICEF, which emphasized an integrated approach, and GPE, which supported case sharing and learning among partner institutions, were explored in the pandemic crisis. [Conclusion]Based on the results, this study proposed an understanding of each multilateral agency’s approach and implementation mechanisms for the diversification of international education cooperation in Korea.