Conducting the SDG Exhibition was an exciting and meaningful experience. It provided an opportunity to raise awareness about the importance of Sustainable Development Goals (SDGs) and engage with visitors in an interactive way. I enjoyed presenting and discussing the topic, as it allowed me to improve my communication and teaching skills while also learning more about SDGs myself.

The responses from visitors were very positive. They were sporting, engaged, and had a great time participating in the activities at our booth. Many showed interest in learning more and asked thoughtful questions, which made the experience even more rewarding. Their enthusiasm made the exhibition lively and interactive.

However, I noticed that most visitors were not very familiar with SDGs. Since SDGs are only now becoming a significant global focus, many people are still unaware of their importance. However, after we explained SDG concepts to them, they became more aware of how these goals contribute to a better society. They appreciated learning about SDGs and understood why they should take action in their own lives.

For this exhibition, we focused on SDG 12: Responsible Consumption and Production. This SDG highlights the importance of reducing waste, promoting sustainable lifestyles, and making mindful choices about what we consume. Through our activities, we encouraged visitors to think about how their daily actions such as food consumption, plastic usage, and shopping habits which affect the environment. By spreading awareness about waste reduction, recycling, and making sustainable choices, we hoped to inspire others to take small steps toward a more sustainable future.

Literature can be a powerful tool in educating students about SDGs. Stories, poems, and plays often explore real-world issues like poverty, hunger, and environmental degradation, which align with SDG themes. By using literature, students can connect emotionally with these topics and develop a deeper understanding of global challenges. Teachers can encourage critical thinking and discussions by analyzing texts that highlight social and environmental issues, helping students see the relevance of SDGs in everyday life.

To prepare pre-service teachers like me to teach SDGs in the classroom, the B.ED TESL program should incorporate SDG-focused lesson planning and classroom activities. Workshops, discussions, and real-life teaching experiences related to SDGs would be beneficial. Additionally, integrating SDG-related content into micro-teaching sessions and educational technology can help future teachers become more confident in delivering lessons that promote sustainability and global responsibility.