Empowering Future Leaders: Reflecting on the SDGs at the Halfway Mark

In our shared journey of global progress, we are at an important moment–the halfway point to achieving the Sustainable Development Goals (SDGs). Established by the United Nations in 2015, with a target end date of 2030, these seventeen goals serve as a universal invitation to take action, addressing challenges from poverty and inequality to climate change and access to clean water.

Young people are becoming more knowledgeable about the world’s complexities, and they are seeking ways to make a difference in response to some of our biggest challenges. They are not just students; they are global citizens in the making. The SDGs give them a framework that empowers them to understand the world’s most pressing issues, and imagine a better future.

At this halfway mark to achieving the SDGs by 2030, it’s important to pause and ask: What incredible things have our schools and students accomplished so far? What milestones have we achieved in our quest for a better world? Equally important, what challenges do we still face, demanding our attention, dedication, and innovation?

In this blog post, let’s explore how we, as a community of educators, can guide our collective students as they reflect on the progress made, the hurdles that remain, and the transformative power they hold within themselves.

Celebrating achievements: What has been accomplished so far

The world has made progress toward the Global Goals since 2015. Students around the world, including our own Global Leaders, have done important work to positively impact our world. Entire school communities have launched projects and initiatives to tackle problems like hunger, inequality, and climate change. Here are just a few examples of the amazing work Global Leaders have done:

Made public service announcements about protecting water sources in the local community and designed water filters.
Created a school pollinator garden to help protect the local ecosystem.
Started a school-wide program to reduce food waste and ensure that students have extra food if they need it.

These projects, and hundreds more like them, can be found all over the world, from students of all ages and backgrounds. Young people are united in working to achieve the SDGs.

Identifying challenges: What still needs to be done

Though we have come far, current realities remind us of the distance we still need to cover. Poverty and hunger persist, underscoring the need to prioritize and strengthen initiatives for economic empowerment and food security. Marginalized communities face barriers to education, healthcare, and basic human rights.

The COVID-19 pandemic has made existing challenges worse, disrupting healthcare systems, education, and economies worldwide. As educators, we must equip our students with the knowledge and skills to understand these complex challenges, and inspire them to become changemakers within their communities.

Fostering sustainable development means thinking differently about how we approach economic growth and resource consumption. The current patterns of production and consumption strain our planet’s resources, leading to environmental degradation and loss of biodiversity. Balancing economic growth with environmental conservation is a delicate task, necessitating innovative solutions such as renewable energy, circular economies, and green technologies.

Through recognizing these challenges and empowering teachers and students with knowledge and resilience, together, we can inspire the next generation toward a more sustainable and equitable future.

Empowering students: Strategies for reflective learning and action

As you help your student body reflect on the SDGs and what still needs to be done, use engaging, hands-on strategies that resonate with their lives and experiences. One effective approach is integrating project-based learning into the curriculum, which empowers teachers to delve deeply into specific SDGs with their students.

For instance, in a lesson focused on SDG 13 (Climate Action), encourage your teachers to have their students conduct a local environmental audit. Armed with knowledge from their geography and science classes, they can analyze your school’s carbon footprint, identify areas for improvement, and propose solutions. Similar projects can be designed for other SDGs, promoting critical thinking and problem-solving while fostering a sense of ownership in both teachers and students.

Interactive classroom discussions also play pivotal roles in reflective learning. Give teachers the space to facilitate debates where students discuss real-world dilemmas related to SDGs, encouraging them to explore various perspectives and propose real-life solutions.

Through these diverse and interactive teaching methods, educators can nurture a generation of socially conscious and empowered individuals, ready to tackle the challenges of our world.

By empowering students to reflect on the SDGs, together, we are sowing the seeds for a future where every student’s dream is within reach, where every challenge is met with determination, and where the vision of a sustainable, equitable world becomes a reality.

For more resources about teaching and reflecting on the Global Goals, see these resources:

Caroline Weeks

Caroline Weeks is a marketing consultant at Participate Learning. She is passionate about using the UN’s Sustainable Development Goals as a framework for global learning.