Project Categories
Digital Transformation
Teachers act as facilitators, guiding students to explore digital tools that foster creativity, critical thinking, and problem-solving. Teachers empower students to take control of their own learning by using technology to research, collaborate, and innovate. By encouraging students to design digital projects/Initiatives or engage in online problem-solving platforms, both teachers and students develop their capacity to use technology for educational advancement. This theme aligns with:
- SDG 4: Quality Education – Teachers and students co-create an inclusive learning environment where technology enhances access and engagement.
- SDG 9: Industry, Innovation, and Infrastructure – Teachers inspire students to be innovators by guiding them in using technology to solve real-world problems
- SDG 4: Quality Education – Teachers and students co-create an inclusive learning environment where technology enhances access and engagement.
- SDG 9: Industry, Innovation, and Infrastructure – Teachers inspire students to be innovators by guiding them in using technology to solve real-world problems
Well-Being
Teachers foster a holistic approach to well-being, enabling students to make informed choices about their mental, physical, and emotional health. Teachers model self-care practices and encourage students to take ownership of their well-being through mindfulness, physical activity, and emotional reflection. This theme aligns with:
- SDG 3: Good Health and Well-being – Teachers and students collaborate to promote well-being through shared practices that support mental and physical health.
- SDG 8: Decent Work and Economic Growth – Teachers prepare students to lead balanced lives by fostering habits that promote long-term well-being alongside career development.
- SDG 3: Good Health and Well-being – Teachers and students collaborate to promote well-being through shared practices that support mental and physical health.
- SDG 8: Decent Work and Economic Growth – Teachers prepare students to lead balanced lives by fostering habits that promote long-term well-being alongside career development.
Sustainability
Teachers guide students in projects/Initiatives that address environmental challenges, but students also take the lead in researching and implementing sustainable practices in their schools and communities. Teachers encourage students to create eco-friendly initiatives like recycling programs or school gardens, empowering them to act as environmental stewards. This approach emphasizes both teacher leadership in sustainability education and student ownership of their impact on the environment. This theme aligns with:
- SDG 13: Climate Action – Teachers and students work together to take urgent action against climate change through shared learning and practical initiatives.
- SDG 15: Life on Land – Teachers encourage students to lead efforts in protecting ecosystems, promoting a sense of responsibility in both parties.
- SDG 13: Climate Action – Teachers and students work together to take urgent action against climate change through shared learning and practical initiatives.
- SDG 15: Life on Land – Teachers encourage students to lead efforts in protecting ecosystems, promoting a sense of responsibility in both parties.
Inclusion
Teachers create an inclusive environment by modelling empathy, fairness, and respect, while students take ownership of fostering a sense of belonging for their peers. Teachers guide students in developing an understanding of diversity and inclusion, and students actively participate in promoting equity through peer-led initiatives and collaboration. Both teachers and learners are empowered to contribute to a culture where every voice is valued and every learner has the opportunity to succeed. This theme aligns with:
- SDG 10: Reduced Inequalities – Teachers and students actively work to reduce inequalities by creating a classroom culture that values inclusivity and respect.
- SDG 16: Peace, Justice, and Strong Institutions – Teachers and learners collaborate to build peaceful and inclusive communities within the school.
- SDG 10: Reduced Inequalities – Teachers and students actively work to reduce inequalities by creating a classroom culture that values inclusivity and respect.
- SDG 16: Peace, Justice, and Strong Institutions – Teachers and learners collaborate to build peaceful and inclusive communities within the school.
Community Engagement and Outreach
Teachers guide students in connecting with their communities through service projects/Initiatives and outreach programs, while students take the initiative in identifying local issues they want to address. Teachers encourage learner agency by allowing students to design and lead community engagement activities, such as local clean-ups, charity drives, or partnerships with organizations. This shared responsibility helps both teachers and learners to feel a sense of purpose in their roles as community contributors. This theme aligns with:
- SDG 11: Sustainable Cities and Communities – Teachers support students in leading outreach efforts that promote sustainable and community-friendly initiatives.
- SDG 17: Partnerships for the Goals – Teachers and students form partnerships within the community, fostering collaboration and collective problem-solving.
- SDG 11: Sustainable Cities and Communities – Teachers support students in leading outreach efforts that promote sustainable and community-friendly initiatives.
- SDG 17: Partnerships for the Goals – Teachers and students form partnerships within the community, fostering collaboration and collective problem-solving.
For conference submissions, we adhere to the Kolb Experiential Learning Cycle as a guiding framework, emphasizing that a project/Initiative can be accepted at any stage of completion (Kolb, 1984). This flexibility acknowledges the dynamic nature of different project/Initiative stages while highlighting the importance of clearly defined objectives and processes for refinement. Whether in the initial stages, midway through development, or nearing completion, continuous review and refinement ensure alignment with intended outcomes. This iterative approach, aligned with the Kolb model, supports effective monitoring, evaluation, and enhancement of projects/Initiatives to achieve meaningful learning and impactful results.
