Seeds of Change in My Global Schools Journey

Written by Nam Ngo Thanh, Global Schools Advocate, Vietnam

“We cannot always build the future for our youth, but we can build our youth for the future.” – Franklin D. Roosevelt

As an educator, this quote reminds me that while we cannot predict or control what the future will look like, we do have the power to prepare our students to face it with courage and wisdom. This is exactly what I discovered when I joined the Global Schools Advocates Program in 2021. By bringing the Sustainable Development Goals into the classroom, I realized that I was not only teaching lessons, I was helping to build resilient, compassionate, and globally minded young citizens.

When I joined the Global Schools Advocates Program in March 2021, I thought it would be a professional development course, a chance to learn new tools and refresh my teaching methods. By July of that same year, when I held the certificate of completion in my hands, I realized I had gained something much deeper. I had entered a global movement, one that invited me not just to improve my classroom practice but to reimagine education itself. Becoming an Advocate under the umbrella of the United Nations Sustainable Development Solutions Network meant carrying a responsibility: to bring the Sustainable Development Goals (SDGs) into everyday learning, to make them alive for students, and to inspire a generation to act with knowledge and compassion.

Why SDGs, and why now? The truth is, our world is in crisis. Climate change, poverty, inequality, conflict, and environmental destruction are no longer distant problems; they are urgent realities shaping the futures of our students. As a teacher in Vietnam, I could not ignore the question: how do we prepare young people not only to cope with these challenges but to actively change them? The SDGs provided an answer. They are not just a list of 17 goals set by the UN, they are a blueprint for survival, a roadmap for hope, and a toolkit for building a better future. To me, integrating them into education was not optional. It was essential.

Interestingly, my journey with the SDGs began even before I knew their name. For years, I had been guiding my students through projects on traffic safety, waste reduction, or cultural diversity, never realizing that these themes were already aligned with the global goals. In 2017, when I first encountered the SDGs through conversations with international educators and online training, I had an “aha” moment: the work we were doing locally connected directly to a worldwide mission. That realization changed everything. Suddenly, I saw that every lesson in the curriculum, whether math, literature, or geography, could be tied to at least one SDG. My classroom became not only a space for learning knowledge but also a platform for exploring humanity’s biggest challenges and solutions.

From the start, I promised myself not to impose the SDGs on my students but to let them discover their meaning naturally. For example, in our project “Water is Life,” students watched a documentary about water shortages in South Africa. Instead of telling them which SDG this is related to, I asked: “Which of the 17 goals do you think connects to this?” They explored, debated, and eventually identified SDG 6: Clean Water and Sanitation. From there, they designed digital storybooks on Sway about local water usage, created surveys on Microsoft Forms to analyze community habits, produced posters on PowerPoint to campaign for water saving, and even spoke with global experts on Skype. Watching them take ownership of learning was powerful. They were no longer just answering my questions; they were asking their own and finding their own solutions.

Technology became our best friend in this process. When used well, it transformed students from passive learners into creators and activists. They made movies, built online campaigns, shared artwork, and connected with peers across the globe. The classroom walls seemed to dissolve, and the world itself became our learning space. This use of technology gave students confidence, creativity, and a real sense that their voices mattered. It also showed me how essential the 4Cs: collaboration, communication, critical thinking, and creativity are to 21st-century learning, and how naturally they emerge when students engage with the SDGs in authentic ways.

But one lesson I learned quickly is that teaching SDGs cannot be done alone. To truly embed these goals, I needed partners: my colleagues, my students’ parents, and the school leadership. Together, we made the SDGs part of daily life. One campaign I loved was “I am a Drop,” where students created water-saving slogans and posted them around the school while parents reinforced the same habit at home. We also organized “No Plastic Day” to reduce waste and built a school garden with the support of the local community. Slowly, these activities changed the culture of the school. Students realized that their responsibility did not end in the classroom. Their choices mattered in the hallways, at home, and in the community.

The real milestone came when my school, B.SCHOOL Education System, officially became a member of the Global Schools Program by signing the “School Commitment to the SDGs.” That moment was more than symbolic, it meant sustainability was no longer just my personal mission but the vision of the entire institution. From then on, we witnessed real change: better waste management, new extracurricular activities focused on SDGs, the integration of sustainability into our strategic goals, and training sessions for staff on how to teach ESD (Education for Sustainable Development). The school transformed into a hub of sustainability, where students, teachers, and families worked together with a shared purpose.

Looking back after nearly five years, the impact is clear. For me personally, the program expanded my skills, boosted my confidence, and gave me opportunities to connect with educators worldwide. I became not just a teacher but a leader who could share Vietnam’s voice on international stages. For my students, the change was even more striking. They grew from passive recipients of knowledge into active citizens who collaborate, innovate, and think critically. Some of their classroom projects evolved into real community initiatives, proving that children can indeed change the world when given the chance. For my colleagues, the SDGs offered new inspiration. Many who once asked, “What are the SDGs?” now proudly embed them into their lessons, creating a network of passionate teachers across disciplines. And for my school, the transformation has been cultural. Sustainability is no longer a side project; it is at the heart of who we are.

If I had to capture this journey in one word, it would be transformation. The Global Schools Advocates Program did not just give me knowledge, it gave me a mission. It reminded me that education is not about filling notebooks but about shaping lives. It showed me that small actions, when multiplied, can shift mindsets and communities. Most importantly, it gave me hope. Every time I see my students leading a campaign, presenting their ideas with pride, or reminding each other to act responsibly, I know we are building something bigger than ourselves.

To any teacher wondering where to start, my advice is simple: begin small, let your students lead, and build partnerships around you. You don’t have to master all 17 goals at once. Even one goal, explored deeply, can open doors. And remember, teaching SDGs is not about perfection, it is about planting seeds of responsibility and compassion that will grow over time.

Sometimes I think back to the moment in July 2021 when I received my Advocate certificate. At that time, it felt like the beginning of an uncertain road. Today, I look back and see how far we have come, but more importantly, I look forward. Because the journey of sustainability is never finished. Each generation will face new challenges, and each generation will need the courage to act. As educators, we have the privilege and responsibility to prepare them. For me, the Global Schools Advocates Program has been more than a training. It has been a movement of hope, empowerment, and transformation. It gave me a mission, gave my students a voice, gave my colleagues new energy, and gave my school a vision. Together, we are not just teaching for exams; we are teaching for life, for citizenship, and for a sustainable future.