Individual Reflection Journey (SDG) 

To be honest, I thoroughly enjoyed organizing the SDG-related exhibition. It was fulfilling to know that our lecturer trusted our class to take on this responsibility. I particularly loved promoting SDG 5, which focuses on Gender Equality, as it is such an important and relevant issue. Even today, true equality between men and women has yet to be achieved, making it a critical topic to address. The responds my team and I received was overwhelmingly positive. Visitors appreciated our balanced approach, as we celebrated both genders equally without bias. They were especially impressed with the interactive elements we prepared, such as the photo props, gender equality badges, the fingerprint board, and the comment tree where they could share their thoughts on gender equality. I was pleasantly surprised to find that most visitors were already aware of the SDGs, even if they didn’t know all the details. This made me happy because it shows that people are paying attention to these global goals. Everyone was genuinely engaged and focused during our explanations about the SDGs, which was very encouraging. 

Literature can be used to teach students about the Sustainable Development Goals (SDGs) in many creative ways. Teachers can create themed lessons or units around specific SDGs, using books, poems, or stories that focus on issues like gender equality, climate action, or poverty. For example, students can read stories about environmental heroes for SDG 13 (Climate Action) or novels about strong women for SDG 5 (Gender Equality). Literature can also inspire activities like role-playing, creative writing, or art projects, where students express their understanding of SDG topics through plays, essays, or posters. Book clubs or group discussions can help students share ideas and learn from each other, while comparing how different cultures address the same issues can broaden their perspectives. By connecting literature to real-world problems, teachers can make SDGs more relatable and inspire students to take action in their own communities. To prepare B.Ed TESL teachers to teach SDGs, the program should include practical training and resources. This could involve workshops on designing SDG-themed lesson plans, using interactive tools like videos or apps, and organizing activities like debates or group projects. Pre-service teachers could also benefit from hearing guest speakers, such as activists or educators, who share their experiences with SDGs. Field visits to schools or organizations promoting SDGs could provide real-world examples, while collaborative projects could help teachers create teaching materials like activity kits or resource guides. Training in digital tools and reflective practices can help teachers make lessons engaging and inclusive. By building a library of SDG resources and encouraging community involvement, the B.Ed TESL program can equip future teachers with the skills and confidence to bring SDGs into their classrooms.