Embedding Sustainable Development Goals in the School Curriculum

Integrating Sustainable Development Goals (SDGs) into the educational framework at Sreenidhi International School has marked a major innovation in my leadership. The objective behind this initiative was to align our students? with global priorities and instill a sense of responsibility in them.?

I started with introducing SDGs into the curriculum through Subject-Specific Projects. We know students learn best when they are engaged in relevant and important issues that impact their communities and the world. As educators , we all believe that students’ lived experiences and perspectives are assets that can be leveraged in learning every day.It was an effort initially? to have the students and teachers engage with the new aspects. We have successfully integrated SDGs into various subjects by creating projects and activities that address specific goals. For example, in science, students worked on projects related to renewable energy (SDG 7), climate action (SDG 13), and clean water (SDG 6). Humanities students engaged in discussions and projects on poverty (SDG 1), gender equality (SDG 5), and peace, justice, and strong institutions (SDG 16). Design thinking students delved into research and presentations on responsible consumption (SDG 12) and sustainable cities (SDG 11), exploring topics such as fast fashion and creating prototypes.

Interdisciplinary Approach

In the International Baccalaureate program, interdisciplinarity is crucial to teaching and learning. Multiple subjects collaborate on a single SDG project. For instance, a project on sustainable cities (SDG 11) integrated geography (urban planning), mathematics (statistics and data analysis), and art (designing sustainable structures). Students also worked on energy resources (science) and climate action projects, sharing their knowledge with a broader community through our unique showcase event, Pradarshan. This was the first of its kind for our school, a complete revamp of the previous student-led conference. This initiative stimulated learning and promoted core competencies such as critical and systems thinking, collaborative decision-making, and responsibility for present and future generations.

Utilizing Inquiry-Based Learning for SDG Integration

Using the IB framework of inquiry-based learning, we encouraged students to ask questions, conduct research, and present solutions related to the SDGs. This method has fostered critical thinking and problem-solving skills among our students. We support students in taking informed action in their communities and the world. Here’s what this looks like in the classroom:

• Providing opportunities to research global and local challenges and potential solutions, facilitating action-focused learning.
• Illustrating the connections between global issues and local communities.
• Making explicit the connections between understanding and action.

To achieve these goals, we established clubs and committees dedicated to specific SDGs. These groups have organized events, awareness campaigns, and projects that engage the entire school community. For example, our environmental club led recycling initiatives and tree-planting activities. We formed partnerships with local and international organizations working on SDGs, providing students with real-world insights and opportunities for service-learning projects. Collaborating with NGOs, government bodies, and businesses has brought additional resources and expertise to our initiatives. We encouraged students to participate in community service projects that address local issues related to the SDGs. Projects such as community clean-ups, food drives, and health camps have had a direct impact and fostered a sense of civic responsibility.

We couldn't expect any success in all this without our teachers being equipped with the knowledge. I spent ample time and effort on Teacher Training, conducting professional development sessions on integrating SDGs into their teaching practices. Providing them with resources, lesson plans, and examples of successful SDG projects ensured that they were well-equipped to guide students in these initiatives. Regular meetings and workshops helped share ideas, resources, and best practices.

Other activities that linked SDGs included a drive to collect books and educational materials for underprivileged schools, a peer tutoring program where students volunteered to mentor younger community members, and workshops on digital literacy, health education, and environmental awareness. These initiatives supported SDGs 3 and 4, improving access to quality education for our NGO partners, enhancing teaching practices, and fostering community engagement.

By incorporating SDGs into our curriculum and activities, we've crafted a dynamic and meaningful educational experience that equips students to become proactive, informed, and responsible global citizens. This innovative leadership approach aligns with the core values of the IB framework and significantly advances the broader goals of sustainable development.

About the Author

Aparajita Ralli is the Principal of Sreenidhi School, IBExaminer, NEASC visitor, Educational Change leader/trainer. Wellness coach, Instructional & Curriculum design coach, Students/Teacher Mentor, Teach SDGs Ambassador, TechIntegrationist.