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Advancing Global Competence Through the UN Sustainable Development Goals

Author: Ryan Hauck

Title: Social Studies Teacher

School: Glacier Peak High School, Snohomish, WA

Subject: AP Comparative Government & Politics; Civics

Grades: 9-12

Global Competence and the UN Sustainable Development Goals: Real-World Learning Opportunities

WHAT and WHY: Cultivating Global Competence Through the SDGs

The United Nations Sustainable Development Goals provide an effective and meaningful way to global competence in your students. As the world becomes increasingly interconnected and interdependent through political, economic, technological, environmental, and social/cultural elements, students require the necessary skills, knowledge, and dispositions/attitudes to be successful in college, career, and civic life. The SDGs also allow students to engage interdisciplinary and project-based learning activities that cultivate global competence through critical thinking, collaboration, media literacy, empathy, and awareness of environmental and social justice.

Using the four domains developed by the Asia society, students are given an opportunity to: Investigate the World, Recognize Perspectives, Communicate Ideas, and Take Action. The SDGs are designed to encourage connections between the local and the global, thus creating a mindset that we all have a stake in addressing common challenges regardless of zip code. From climate action to gender equality to sustainable cities, the seventeen goals can be used in classes across the curriculum.

Explore the short video (left side) that gives a brief introduction to the SDGs and why that matter locally and globally. Then, examine the diagram of the four domains of global competence developed by the Asia Society. How could you incorporate the SDGs and global competence into your primary or secondary classroom? What opportunities exist for engaging students in global competence outside of the classroom setting? Continuing reading for a reflective project and additional ideas for bringing the world and global competence into your classroom through the SDGs.

World Affairs Council's Global Connection Club: An Opportunity to Explore the SDGs across Schools and Communities

The Seattle World Affairs Council's Global Connections Club provides a great opportunity for students to learn more about the Sustainable Development Goals. Students from across schools and communities meet monthly (virtually) to discuss and learn more about global issues (and ways to take meaningful action to solve them). These discussions and activities are student-led, putting students at the center of the conversation. The club is intended to give students interested in global issues an opportunity to meet like-minded peers, hear from experts in foreign affairs, and reflect on their cross-cultural experiences. Students who are interested in pursuing the Global Competence Portfolio Project (I implement this into my curriculum) sponsored by the World Affairs Council are also encouraged to join for feedback, collaboration, and additional learning opportunities. Overall, the Global Connections Club is an exciting opportunity for students to extend their learning of the Sustainable Development Goals outside of the classroom setting. For more information, check out: https://www.world-affairs.org/event/new-wac-global-connections-club/

Engaging Students in the SDGs Through the U.S. State Department's International Visitor Leadership Program

There are many opportunities to engage students in discussions about the Sustainable Development Goals though in-person and virtual exchanges programs sponsored by the U.S. Department of State. My AP Comparative Government & Politics students recently discussed global issues with a group of youth delegates from the EU representing 17 different countries. Students and the delegates analyzed issues such as peace and security, green technology, human rights, global health, and quality education. It was a great opportunity for students to apply what they have learned in class with a special delegation of emerging EU leaders. In fact, it was covered by our local newspaper: https://www.heraldnet.com/news/european-delegates-talk-american-culture-with-glacier-peak-students/

Celine Talbot Discussion.mp4

Educators can utilize the U.S. State Department's new program that brings former IVLP Alumni to U.S. classrooms. My students had a virtual conversation with Celine Talbot. She is one of Malta’s most vocal and passionate advocates of youth activism and gender equality. Holding various positions in a number of youth organizations, including the University Students’ Council (KSU), the National Band Club Association, TDM 2000 Malta and more recently served as Commissioner of Youth Services (2019-2021) on the National Youth Council in Malta, Ms. Talbot inspired my students to consider their role in addressing a wide-range of global issues (that are reflected through the SDGs). In addition, she aided our global competence by challenging students to think critically, consider alternative perspectives, and collaborative action.

The Global Competence Certificate Portfolio: Incorporating the SDGs in Project-Based Learning

The Global Competence Certificate Portfolio Project is a great way to personalize global education and incorporate the SDGs into your classroom. My students complete the Global Competence Portfolio Project during their 12th grade year (but it is often done by younger students who are reading to reflect on their global learning, cross-cultural experiences, and world language abilities).

This project allows students to apply (and demonstrate) their global competence by creating this on-line portfolio. In fact, it is similar to what you are seeing here (in terms of an on-line platform). While the project is personalized to allow students a great deal of personal choice and reflection, students are required to include sections that include the four pillars of global competence.

The project also incorporates what students have learned about different SDGs and this is articulated in their global learning section. In my Civics and Environment course, for example, students include elements of what they have learned about climate action, life below & above land, and clean water/sanitation. All students complete the project, but it is an option to present to the World Affairs Council to receive a Global Competence Certificate. For information and recordings of presentations, check out: https://vimeo.com/427936259 (intro/overview of the project) https://vimeo.com/534668049 (how to build a website) https://vimeo.com/764381077 (student presentation example)

Resources to Cultivate Global Competence and Teach the SDGs

The World's Largest Lesson is a great resource for K-12 educators who want to bring the SGDs into their classroom and are looking for resources and lesson ideas. Teachers (and students) can selectively look for resources that focus in specific SDGs and nations/regions of the world. Check out their website: https://worldslargestlesson.globalgoals.org/

Updated-SDG-RG-2021 (1).pdf

This resource was created by my colleague and me to introduce the SDGs to students who were participating in the Global Competence Certificate Portfolio Project. Check it out!

Recommendations and Reflections

Political Cartoonists from selected MENA countries discussing their work with my students

What went well? Students responded positively to learning about the SDGs and how they are connected to their lives. When applied to tangible examples, students saw the relevance and many showed genuine interest in taking action. One of the highlight was student engagement in virtual or in-person cross-cultural conversations and authentically demonstrating their learning by creating their own global competence portfolio.

What would you have done differently? I would have suggested more opportunities for students to take action on specific SDGs. The first 3 pillars of global competence as identified by the Asia Society are generally the most accessible. Therefore, educators and students need to work more creatively to find and participate in these activities locally (and, if possible, globally).

What feedback did you get from your students? My students shared their enthusiasm for learning about the SDGs in the context of course curriculum and opportunities to engage with international visitors. Overtime, they became better at articulating examples of global competence and why that would matter in the future.

How do you know that this was successful? Through formative and summative assessments, students developed a greater understanding of the SDGs and their global competence over the course of the school year. Their global competence portfolios represented their authentic learning and reflections.

How do you plan to incorporate this activity in the future? I will continually enhance my teaching of the SDGs with updated information and activities. I would like to expand participation in the Global Connections Club and work more collaboratively within and across school communities. I also want to encourage heritage language students to create portfolios in those languages.

What should be considered when incorporating this activity into your class? Teaching about global competence and SDGs can be incorporated throughout the school year. It shouldn't be considered an "add-on," but an integral part of the learning experience. You can start small with activities that will get students thinking about the connection between local and global issues (and why that matters). Finally, empower students to articulate global competence in the own words and encourage them to reflect on how that will shape their future.

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