February 2024
As the world gathers in Tokyo, Japan, from 18th to 20th December 2023, a common vision for the future of education takes centre stage. The ‘Transforming Education Together: ESD-Net 2030 Global Meeting‘, co-organised by UNESCO and MEXT Japan, and co-hosted by the United Nations University, marks a major step forward in incorporating Education for Sustainable Development (ESD) into curricula worldwide.
The workshop titled ‘Enhancing ESD in Curriculum Design: Digital Tools, Frameworks and Innovations for Designing, Monitoring and Evaluation‘ led by Dr Maria Toro-Troconis of the Association for Learning Design and ESD (ALDESD), and Ms Nandini Chatterjee Singh from UNESCO MGIEP, the workshop convened to propel the integration of sustainable development within educational frameworks through innovative digital methodologies.
The workshop panel boasted a lineup of experts, including Ivan Anthony Henares, Secretary General of the Philippine National Commission for UNESCO, Daysi Alexandra Pachacama Simbaña from the Ministry of Education, Ecuador, and Moses Gemeh, Principal Programme Officer at the Ghanaian National Commission for UNESCO. Their collective expertise enriched the dialogue, addressing the multi-faceted challenges and potential of digital tools in realising the goals of Education for Sustainable Development.
The Pivotal Role of Digital Tools
During this workshop, participants delved into the crucial role that digital frameworks, toolkits, and creative innovation play in the progression of Education for Sustainable Development (ESD). The focus was to offer a thorough understanding of the ways in which digital resources and structures can be effectively utilised to integrate ESD principles into curriculum design with ease.
The discussions highlighted various challenges, such as the restricted access to educational digital resources in rural areas, a point raised by Daysi Alexandra Pachacama Simbaña of Ecuador’s Ministry of Education, alongside the variable quality of internet connectivity in Ghana as noted by Moses Gemeh of the Ghanaian National Commission for UNESCO, and the Philippines’ issue of low digital literacy brought up by Ivan Anthony Henares. Ecuador faces a dual challenge of rapidly evolving technological demands and scant funding for policy revision and the implementation of digital learning, necessitating the creation of public-private partnerships to bolster execution. A notable initiative mentioned was the Philippine collaboration with telecom firms to launch a free learning website, primarily via mobile access.
In addition, Ms Nandini Chatterjee Singh from UNESCO MGIEP emphasised the value of incorporating social-emotional learning within interactive practices, like using comics for storytelling, simulation games, and digital boards to foster changes in mindset. Dr Maria Toro Troconis from ALDESD introduced the Learning Design & ESD Bootcamp, in collaboration with UNESCO IESALC, utilising the CoDesignS ESD toolkit, demonstrating the significant influence it has on empowering participants to incorporate ESD into their curriculum design. This toolkit offers insights into the course structure, evaluation of learning outcomes, teacher-designed activities, relevant competencies, teaching strategies, and the duration needed for these activities. The overarching message was clear: there’s a pressing need to forge stronger partnerships between various organisations and nations to support the development of digital tools for ESD.
The Learning Design & ESD Bootcamp
A standout feature of the workshop is the introduction of the Learning Design and ESD Bootcamp, a partnership endeavour with UNESCO IESALC. This initiative presents the CoDesignS ESD Toolkit, a transformative resource enabling educators to embed ESD principles in curriculum design confidently. Participants gain practical insights into module development, assessment, activity design, and competency alignment—hallmarks of a robust ESD framework.
Regional Discussions: A Melting Pot of ESD Ideals
The meeting extends beyond workshops into rich regional discussions. Africa showcases the strides in ESD with national networks and working groups. Arab States lay out a vision for a formal ESD network, while the Asia-Pacific group emphasises the need for practical experiences and regional collaborations. Europe-North America grapples with political will and synergy in ESD implementation, and Latin America-Caribbean reflects on the intricacies of educational dynamics and the role of AI and technology.
An Experiential Journey: School Visits
The essence of ESD is captured through visits to UNESCO ASP-Net schools. Delegates immerse themselves in diverse educational settings, from the nature-integrated Tokyo Yurikago Kindergarten (see images below) to the community-driven Ohara Community Learning Centre. These visits offer a tangible look at ESD in action, igniting discussions on sustainability and intergenerational learning.
Conclusion
The ESD-Net 2030 Global Meeting in Tokyo does not merely represent a gathering of minds but embodies the collective commitment to a sustainable educational future. It underscores the necessity for innovative approaches to curriculum design and the power of digital tools in actualising ESD principles. As we reflect on the profound insights and collaborative spirit fostered through this global meeting, one message resonates clear: Together, we can transform education to create a sustainable world for all.
The workshop and the meeting, at large, serve as a pivotal juncture in our ongoing dialogue on sustainable education, echoing a unified call to action to fortify our educational systems with the resilience and foresight necessary for the challenges of tomorrow.
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