CELEBRATING GLOBAL SCHOOLS JULY ADVOCATES OF THE MONTH

Each month, the Global Schools Program celebrates the work of outstanding Advocates who go above and beyond to implement Education for Sustainable Development (ESD) in their schools and communities. 

For the month of July, we are proud to recognize nine incredible changemakers from across the globe, who have shown commitment to the Sustainable Development Goals (SDGs) in their schools. 

During her time as a Global Schools Advocate, Sinem Sakine Satıcı led many meaningful projects to spread the Sustainable Development Goals (SDGs) through education. She carried out various activities both within the school and internationally to support students in gaining global citizenship awareness.

She brought students together around collaborative projects with themes of sustainability, equality, and cultural awareness.

Sinem also contributed to the social responsibility development of students through activities that increased participation and social sensitivity, such as the “Equality Ambassadors” competition. She enabled children from different cities to establish connections through letters and pictures with the “Friendly Pens” project.

She designed educational environments based on environmental awareness with innovative ideas such as permaculture gardens, nature badges, recycling workshops, and environmental festivals. She made her contributions visible to students with certificates and awards resulting from the projects she carried out.

With all these efforts, Sinem represented the aims and values of the Global Schools Program  in her own school and at national and international levels.

A Filipino educator and current Vinschool teacher and Global Schools Advocate in Vietnam, Anthony Fernando represents the strength of quiet, effective leadership in education. 

Deeply committed to Education for Sustainable Development (ESD), he has turned the language classroom into a space for critical thinking, cultural exchange, and social action. By creatively integrating the SDGs into both classroom lessons and school-wide initiatives, he has helped students see English not just as a subject but as a powerful tool for advocacy, connection, and global impact.

Even when faced with criticism and doubt, including from colleagues who dismissed his sustainability work as irrelevant, he stayed true to his vision, leading with humility and determination. Today, his influence is embedded in a school culture that values purpose driven learning, student voice, and real world citizenship.

His global influence can be seen through his long-time partnership with the Fairfax County Public Schools Global Classroom Project. He has led four groundbreaking international student summits, connecting learners from the Philippines, France, the USA, and Costa Rica.

Centered on the theme “Learning Beyond Limits through the UN SDGs' 5 Pillars,” these summits became platforms for students to explore topics like equity, sustainability, and cultural understanding.

Through  initiatives like “Unleashing Potentials: Empowering Voices in Wellness and Cultural Proficiency” and “I Speak, I Share, I Encourage, for I Am a Global Citizen,” he bridged distances and time zones to promote meaningful dialogue and collaboration among youth. His work extends beyond hosting events, he thoughtfully brings SDG themes into the ESL and IGCSE curriculum, using tools like Padlet, Google Jamboard, and live collaboration to develop students' digital skills, research abilities, and ethical communication.

In 2025, alongside colleagues from the Philippines and Vietnam, Anthony led the school’s most impactful sustainable student-centered event during the English Festival.

Focused on youth empowerment and changemaking, the festival amplified student voices through creative and purposeful events like the Eco Fashion Show, Project Presentations, Ring the Golden Bell, and the Dubbing Challenge, all deeply rooted in the UN SDGs.

Due to his awareness of the emotional and environmental concerns affecting students, he also initiated and mentored participants in the International Student Competition and Debates in Vietnam under the theme “From Eco-Anxiety to Eco-Action.” Through research, speech coaching, and confidence-building, he helped students turn their anxieties into impactful advocacy.

For his visionary leadership and dedication to sustainable education, he was honored with the Outstanding Contribution to Education Award in Thailand and received the Klett Award for Sustainable Development Education in the World Language Classroom in the USA. His legacy proves that when students are given voice, choice, and purpose, they thrive, not just as learners, but as global changemakers for a better and kinder world.

Angela started her advocacy with enthusiasm and motivation. She kept in mind a message that her children and their best friend shared with her during playtime: “We all shall be part of the Earth's Grand Protector Club!”

Amidst job uncertainty, she worked towards developing ESD initiatives that promote the SDGs in the classroom. Her commitment and belief in the program distinguished her approach. All SDGs are equally important and interconnected. However, when teaching in a school setting with young learners, well-being is a crucial aspect of education.

She implemented well-being in the classroom during homeroom and form time, making SDG 3 an integrated part of daily routines and school life. She invited pupils to meditate and reflect on core values of kindness and mindfulness.

Angela planned History and Geography lessons with links to the SDGs, and most importantly, students could understand the importance and relevance of global issues and impacts. Students broke stereotypes and collaborated with compassion.

There have been many challenges along the way. What truly made it all possible was the school and students' positive attitude and belief that united people can truly make a difference.

Moving forward, she hopes to continue promoting SDGs and plan for ESD activities across the board with school-wide initiatives. There are several opportunities, for example: a student-led club, involvement with local communities and families, and outdoor learning initiatives (like horse therapy and nature immersion).

“We do not inherit the earth from our ancestors. We borrow it from our children.” -Chief Seattle

Amanda Magalhães do Amaral – Brazil

Amanda worked closely with a team of teachers to bring Environment Week to life at Maple Bear Sao Bernardo, finding playful and meaningful ways to connect the Sustainable Development Goals to everyday learning. Even the youngest children, from 2 years old to Year 5, got involved in hands-on experiences that helped them understand how they can care for the planet.

The projects varied from global issues such as life on Earth and ocean pollution to themes closer to their lives, such as ways to save electricity and reduce food waste during school lunch. This allowed the children to better understand how their actions, no matter how small, are essential to make a difference.

As a Global Schools Advocate, Amanda focused on building awareness through simple actions, classroom conversations, and cross-year projects that encouraged children and educators to see themselves as changemakers.

Mohamed Sesay, a Global Schools Advocate in Sierra Leone, has worked relentlessly to promote Education for Sustainable Development (ESD) and the Sustainable Development Goals (SDGs) in school communities, particularly SDG 13: Climate Action and SDG 4: Quality Education.

He collaborated closely with educators, students, parents, and community stakeholders to integrate sustainability into school curricula. He launched a project titled "Green Schools," in collaboration with the Sierra Leone Educators Association, with a goal to establish school gardens and plant 1,000 trees on school premises to restore important ecosystems lost due to urbanization.

The project empowered over 800 students to learn practical skills like measuring tree spacing and planting methods. They also gained a deeper understanding of the importance of tree planting for climate resilience, biodiversity, and community well-being.

The project was led by girls, intentionally amplifying their voices to promote gender equity in climate justice efforts. It also created a platform for students to ask questions and contribute ideas, exposing them to nature and fostering a sense of ownership in growing future environmental leaders.

In June, Deborah Joshua led a creative and engaging school-wide activity where children learned to roast groundnuts using a traditional method. This supported SDG 2 (Zero Hunger), SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), SDG 11 (Sustainable Cities and Communities), and SDG 12 (Responsible Consumption and Production).

The pupils explored culture, health, sustainability, and community values, starting from understanding where groundnuts come from and how they are sold in the market, to helping wash them and observing how they are roasted using firewood and salt. They learned about hygiene, fire safety, and food cleanliness while asking questions, noticing changes in colour and smell, and eagerly tasting the results of their effort.

By using active learning strategies, Deborah promoted Education for Sustainable Development in her classroom, integrating the SDGs into lesson plans and demonstrating that these goals are not limited to one subject, they can be woven into numeracy, literacy, and even rhyme time.

Nansat has shown dedication as a Global Schools Advocate by actively promoting the integration of the Sustainable Development Goals into classroom and whole-school activities.

Through her role, she facilitated workshops for teachers, highlighting the important role they play in implementing ESD in classrooms. She initiated ESD activities in her classroom and collaborated with the school community to conduct initiatives that align with education for the goals.

She organized interactive sessions and school-wide campaigns to demonstrate to students the negative effects of plastic on oceans and the disruption to the natural environment. She focuses on Quality Education and Responsible Consumption by continuously taking action to implement ESD and advocating for responsible consumption through strengthening the school’s recycling project.

As a Global Schools Advocate, Victoria Van Reijn, alongside fellow art teacher Kamari Beard, played a pivotal role in integrating the Sustainable Development Goals  SDGs) into the art curriculum. Together, they implemented the "Take a Stance" art unit, encouraging students to explore pressing global issues and express their perspectives through creative means.

The culmination of their efforts was an art installation exhibition titled "Bright Future," where students showcased their works reflecting their interpretations of the SDGs. This exhibition not only highlighted the students' artistic talents but also fostered meaningful discussions on sustainability and social justice, reinforcing Victoria and Kamari's commitment to empowering young voices in the global movement for positive change.

Laura is passionate about creating opportunities that enable students to engage critically and compassionately with the world. She has recently focused on helping her school community in London, England, create authentic learning opportunities that blend the Sustainable Development Goals with interdisciplinary learning.

As part of her Global Schools Advocate mandate, she helped her middle school teaching team plan and implement “Think Global: Act Local- ICS London Interdisciplinary Learning for Sustainable Development.” This week of learning involved 19 teachers and the entire middle school cohort (Years 7–9). The students selected from three newly created MYP interdisciplinary units, all focused on the question: “How do we make our world more prosperous, fair, and sustainable?”

One group debated the ethics of using Artificial Intelligence to improve global health and well-being. Another learned about carbon footprints and participated in a “Race Around London” to explore the sustainability of the city’s public transport system. A third group explored how art can be used to protest and advocate for equity and equality, creating their own banners and murals using multiple languages. All units included using London as a classroom to engage with the local environment and community.

The core objectives of this initiative were framed around three criteria: curriculum; choice & voice; community & context. Feedback revealed multiple areas of success, for example, 95% of students said the units made them think about real-world issues, and 84% felt the combination of two subject areas helped them better understand their topic. Student attendance and engagement also increased.

Laura continues to follow the work of fellow Advocates and learn from other sustainably minded educators. She believes long-term impact requires collaboration and reflection, and she is inspired by the creativity and open-mindedness of her colleagues who made the initiative a success.