Participating in the SDG Exhibition was an incredibly exciting and rewarding experience for me. I have always seen others conducting exhibitions, but this time, it was my turn to lead one, focusing on SDG 1: No Poverty. The entire process, from planning to execution, was both fun and challenging. My group members and I collaborated closely, sharing ideas, distributing tasks, and ensuring that every detail was well-prepared. I truly appreciated the teamwork and dedication we had, as everyone contributed their creativity and effort to make this event successful. We worked late into the night decorating the booth, preparing props, and rehearsing our presentation. It was fulfilling to see our ideas come to life and to witness the impact our exhibition had on others.

To make our exhibition engaging and informative, we structured it carefully. First, we introduced visitors to the Sustainable Development Goals (SDGs) to ensure they understood their global significance. Then, we connected SDG 1 to the poem Under the Rubble, a deeply emotional piece that highlights the struggles of those living in poverty and war zones. Visitors watched and listened to the poem, which gave them a clearer perspective on the realities faced by marginalized communities. To reinforce their understanding, we provided a quiz in a jar, where participants answered questions related to both the poem and SDG 1. Those who answered correctly received candies as rewards, making learning more interactive and enjoyable. Additionally, we set up a reflection board where visitors could write down their thoughts and emotions about what they had learned. To extend awareness beyond the exhibition, we also created a photo booth, encouraging visitors to take pictures and share them on social media, spreading the message to a wider audience.

The response to our booth was overwhelming and beyond my expectations. I was genuinely surprised by how many people showed interest in learning about SDG 1. Many visitors approached us with curiosity, and some even congratulated us on our efforts. They engaged in discussions, asked questions, and took the time to reflect on the information we presented. Some visitors admitted that they had little to no knowledge about the Sustainable Development Goals before attending our exhibition. However, after exploring our booth, they became more aware of global poverty issues and felt a sense of empathy toward those affected. Many expressed sadness and concern after listening to the poem, realizing how poverty and conflict impact real lives. This experience reinforced the importance of raising awareness and educating others about SDGs, as many people are still unaware of these global initiatives.

I strongly believe that literature can be an effective medium for educating students about SDGs. Literature, especially poetry, has a unique way of evoking emotions and encouraging deep reflection. A poem like Under the Rubble does not just present facts, it tells a human story, making the struggles of poverty and war more relatable. Through literature, students can develop critical thinking skills, empathy, and a global perspective. By analyzing literary works that discuss social issues, students can connect classroom learning to real-world problems, making education more meaningful. Additionally, literature encourages discussions and debates, allowing students to explore different viewpoints and solutions to global challenges.

To better prepare pre-service teachers like me for integrating SDGs into the classroom, the B.ED TESL program should offer more training on innovative and interdisciplinary teaching methods. Workshops on using literature, storytelling, and digital media to teach SDGs would be highly beneficial. Additionally, the program could incorporate lesson planning exercises that integrate SDG themes with English language instruction, ensuring that future teachers are equipped with strategies to make global issues engaging for students. Encouraging student-led initiatives, such as SDG-themed classroom projects, debates, or exhibitions, can provide hands-on experience in promoting global awareness. Furthermore, collaborations with NGOs, community service programs, or online platforms could offer pre-service teachers opportunities to apply their learning in real-world contexts. By incorporating these approaches, the B.ED TESL program can empower future educators to integrate SDGs into their teaching, inspiring students to become active global citizens who contribute to positive change.

Overall, this exhibition was a memorable and eye-opening experience for me. It not only deepened my understanding of SDG 1 but also reinforced my belief in the power of education and literature in raising awareness. Seeing people engage with our booth, reflect on what they learned, and gain a new perspective on poverty was incredibly fulfilling. I am grateful for this opportunity and hope to continue using literature and interactive teaching strategies to promote SDG awareness in the future.