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This picture shows the importance we play in making the world to a better place. This the most important aspect I took out of this class.

Overall I found this module really eye-opening and beneficial. It showed me perspectives that I was not aware of before and which will definitely help me in my future as a teacher. In this course I gained knowledge about national, local and personal issues.

I find it important to understand the global challenges myself, but also the challenges my students face. Only then can I work effectively with them, give my students advice and have a positive influence on them.

This course has shown me the importance of informing my students about global challenges and giving them the opportunity to deal with them. As teachers, we have an important role to play in helping our students become engaged and interested adults who strive to make the world a better place. This course proved this necessity to me. I was also shown possible examples of how I can realize this goal, which was and is also very helpful.

I found it very helpful to learn how many organisations there are that deal with precisely these issues. And that I, as a teacher, have the opportunity to use these as resources.

The module gave me the opportunity to discuss with my colleagues and hear their personal experiences. It showed me how important it is to listen to personal opinions and interests. We respected each others perspectives and worked together as a team, creating new ideas and methods. This is an important aspect that I have learnt here and would like to pass on to my students.

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In my opinion this course has been very beneficial when it comes to learning new things, opening new perspectives and how to address certain topics in my classroom to the children in a primary school.

As a future primary teacher, I think it’s essential to know about the global development goals and how you can break it down to primary level. Fighting for a better future and fulfilling the SDGs is a task for everyone but especially our generation and the generations following. This is why I think it’s important to teach it already in the primary school and the course gave me lots of material and ideas how you could do this.

Especially all the excursions we did in this course where really interesting and visualised the course content way more. My favourite workshop that we did was the “Globo”-workshop because I think you can put it really well in a primary classroom and the children would love it. I also really liked the walking debate and want to imply this method to my teaching as I think it’s great to visualize different opinions and it gives a great input to talk about them. Another activity that I really liked was the one where we paired up in groups and talked about what we could do for a certain SDG, visualized it and presented it afterwards.

We’re one human race and it needs every single one of us and it’s important for the children to see that no one is to small or not good enough as they may just be one single child with an idea. It’s important to empower the children, their creative thinking and their will to make the world to a better place as small as their action might seem. This is also why one part of my picture should show hands with different skincolors but all of them together are blooming. The other part of the picture is a chart of the SDGs with hands holding up the earth which for me even more visualizes that all people on the planet earth need to work together to achieve these goals even if it seems just like a really little action, every actions is important and should be valued.

In general, the course was really enjoyable, every opinion was welcomed and it was great that we were able to communicate about those important topics in a very respectful way and it always felt like this course was a safe space were we all could talk freely about our opinions and ideas.

It was also really amazing that you managed that some of the internationals had the opportunity to join you at the JUUN conference organized by the BJV as I think this has been one of the highlights for many of them and gave them a even better insight to the topic of Global Citizenship and the SDGs.

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By attending this couse, our Global Education lesson, I underwent a transformative journey exploring crucial topics that reshaped my perspective. Delving into global inequalities, the challenges faced by children worldwide, and the importance of sustainable responsibility proved to be enlightening. The Sustainable Development Goals (SDGs) emerged as a powerful framework to address pressing global issues, emphasizing the need for collective action. The class discussions not only heightened awareness about global challenges but also showcased the potential of diverse individuals engaging in constructive dialogue. Witnessing this collective effort fostered a sense of shared responsibility, highlighting the urgency of addressing global issues. Exploring stereotypes and prejudice brought attention to pervasive biases that hinder global progress. Recognizing these biases at both individual and societal levels underscored the necessity for continuous education and advocacy. The concept of World Citizenship, especially in the context of the Juun conference, resonated deeply. The conference served as a platform to discuss practical solutions, exchange ideas, and reaffirm the importance of collaboration on a global scale. The realization that responsibilities extend beyond borders, transcending nationality, ethnicity, and socio-economic status, instilled a profound sense of interconnectedness. This realization has not only motivated me to actively contribute to creating a more equitable world but has also provided practical insights from the diverse perspectives shared during the conference. Considering my future role as a teacher, these experiences, including insights from the Juun conference, are invaluable. The discussions on global education and its various components, coupled with enriching experiences at the conference, will shape my teaching approach. I plan to integrate these experiences into lessons, offering students firsthand accounts of the power of global collaboration. By incorporating all those discussons, I aim to empower the next generation as informed, compassionate, and proactive global citizens.The conference served as a platform to discuss practical solutions, exchange ideas, and reaffirm the importance of collaboration on a global scale.

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Overall, I have found this module extremely worthwhile and beneficial. As future teachers I think its essential to be knowledgeable on the topic of Global Education as we have the unique opportunity to inspire and influence young minds. It is also imperative to be aware of the various challenges that our students may face or have faced previously and have the tools to inform, guide and support these students.

One of the highlights of the module for me was our trip to Vienna, where we attended a Youth Conference focused on some of the SDGs. We had the opportunity to brainstorm solutions to major global issues with young activists and speak with Austrian politicians. I made some nice connections here and still keep in touch with some people I met at the conference.

Favourite activities: I enjoyed the SDG activity we did, pictured above. I liked this activity as we planned out actionable steps together that we can implement into the classroom surrounding the SDG Climate Action. We also got to hear others' ideas and give positive and constructive feedback. I also really enjoyed the workshop we did with Welthause, in which we did the 100 people activity. I thought this activity was very impactful as it helped us visualise the level of global inequality that exists in today's world. I think this would work really in the classroom.

I would like to implement the approach of Global Citizenship Education and Sustainable Development goals into the classroom with hands on activities. I would like the children to the get involved with actionable steps they can take in their lives and in their communities. I would like the children to know they have a voice and can make a difference.

Overall, this module has been highly beneficial. I have learned so many things I hope to implement in the classroom.

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Reflecting on this Global Education seminar, it’s clear that the Sustainable Development Goals (SDGs) hold the key to building a world where equality, collaboration, and mutual respect thrive. The real-world approach of this course challenged us to question stereotypes and fostered an open mindset that echoes in all our classes.

The practicality of the lessons and the hands-on activities made this course stand out. It highlighted the urgency of instilling global awareness in young minds, emphasizing the role of schools in shaping a future committed to addressing global challenges. As I look forward to my role as a teacher, this experience becomes a valuable asset, providing tools to promote openness and understanding in the classroom.

The collaborative nature of this course reinforced the importance of discussing diverse perspectives on global topics. It was a reminder that fairness and justice should be universal, resonating with the core idea of the course – providing education to everyone, everywhere.

Global Education acted as a reality check, expanding my horizons and inspiring a commitment to implementing Global Citizenship Education (GCED) in my teaching. The interactive nature of the course, combined with insightful excursions, will undoubtedly find a place in my future classroom. The emphasis on a safe and respectful atmosphere is something I aim to recreate for my students.

The Global Citizenship Education course illuminated the significance of teaching young minds about global challenges and opportunities. The practical ideas for lessons, such as question rounds and role-playing, offer engaging methods to initiate discussions and spark interest. The concept of using a world puzzle to teach geography and stimulate conversations is particularly intriguing and something I plan to try with my students.

I chose the picture because for me it summarises the topic of global education in relation to our course. It symbolises cohesion and the need for the Sustainable Development Goals. We are all equally responsible for a fair world and should always try to free ourselves from prejudices and stereotypes. This is one of the things I take away from the course in particular.

In summary, this course has provided me with a wealth of ideas and perspectives that emphasise the need for global learning to be a widespread practice in schools around the world. I look forward to incorporating these learnings into my future as an educator and instilling a sense of global responsibility and understanding in my students.

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I have chosen this photo because, for me, it defines the essence of this course where all the people who make up this world, regardless of how we are, must come together to change the planet we live in. Utilizing the Sustainable Development Goals (SDGs), as I have previously highlighted and, thanks to this course, I have become even more certain, is necessary to create a world where everyone is equal, able to work together and respect each other.

On the other hand, the experience in International Classroom has been an educational journey beyond conventional classrooms. Addressing fundamental topics such as globalization, the SDGs, and the dynamics of relations between Africa and Europe, I have gained a more comprehensive understanding of the world we live in.

One of the most positive aspects of this course has been its practical approach. It is appreciated that it has not been purely theoretical, and we had the opportunity to directly apply the concepts learned in various tasks. I also enjoyed the opportunity to go on numerous excursions, especially the visit to Caritas. There, we came face to face with entrenched stereotypes and prejudices that shape our perceptions of different continents. This impactful encounter challenged us to question our beliefs and develop a more open mindset, a reflection that permeated all our classes.

The significance of incorporating these themes into education cannot be underestimated. Schools play a crucial role in shaping young minds, and this course has emphasized the need to cultivate a global awareness from an early age. Understanding the SDGs, in particular, has heightened the urgency for concrete actions to address global issues.

Looking ahead to my future as a teacher, the experience in International Classroom becomes a valuable asset. Awareness of prejudices and stereotypes, both on a personal and global level, provides essential tools to promote openness and understanding in the classroom. The ability to guide students towards a critical and empathetic perspective becomes fundamental in shaping future generations committed to a more sustainable and equitable world. In conclusion, this course has transcended mere knowledge acquisition, providing me with a solid foundation to face the challenges of the classroom and contribute positively to the future of education.

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This class changed how I think about being a global citizen, and taking care of the planet. We learned different ways and ideas, and even went on trips „Sudwind“ & „Infoeck“ to see things in real life.

One picture I really like shows a  word witch 100 childrens.  This book shows that challenges still exist, and discussions continue on how to create a global economic system that is fair and supports the development and well-being of all countries.

I also learned a lot about Global Citizenship Education (GCED) and Sustainable Development Goals (SDGs). These are important because they help us understand big problems and how education can make us responsible global citizens. The trips we took gave us real experiences, not just reading about things.

Personally, this class made me feel responsible and like I need to do something now. I'm not just a student; I want to help make good changes. I learned to think carefully about information, ask questions, and understand different points of view – all important for our connected world.

When I teach, I want to use GCED and SDGs a lot. I want my class to be a place where students explore big problems, understand them, and think hard. Projects will help students fix local problems connected to big world issues. Working with other countries or groups can make it real and show how local actions affect the whole world.

I also want to teach about different cultures. Virtual meetings, guests, and projects with schools from other places can help students learn about the world. This will make them truly understand what it means to be a global citizen.

Grading will also change. Besides tests, students can write about what they learned, do presentations, or work together on projects. This shows they understand big problems and can help make the world better.

In the end, this class changed me a lot. It's not just about what I learned in books but how I can make a difference. I'm excited to use what I learned to teach and help my students be smart, caring, and global citizens.

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Throughout my Global Education experience, I found the concept of Global Citizenship Education (GCED) to be incredibly eye-opening. It's all about teaching us how to be responsible and caring global citizens by asking big questions about the world. Sometimes, these questions don't have immediate answers, encouraging us to really understand different situations before jumping to conclusions. It's like looking at the world with a magnifying glass, diving deeper into various topics like money, nature, culture, and society.

What amazed me the most about GCED is how it teaches us to address global problems and make the world fairer for everyone. It's like a guidebook that offers fascinating lessons on understanding and tackling important issues. Instead of just memorizing facts, GCED shows us how to think critically about the world and how to be part of positive changes.

It's not just about learning; it's about becoming someone who cares about making the world a better place. GCED helps us realize that our actions matter on a global scale. It shows us the importance of respecting different cultures and working together to solve problems that affect us all, like climate change and inequality.

In my Global Education lessons, I learned a lot about how some parts of the world, known as the Global South, face many challenges compared to the Global North, which enjoys more advantages. It's like some countries have been supported, while others have been used for their resources. This makes it clear that certain places rely on help from others considered more advanced just to get by.

It's not just between different countries but also within them. In some countries, there's a big gap between the wealthy and those with less money. But inequality isn't only about money, it's about how people are treated and what opportunities they have. This inequality happens within countries and also when we compare one country to another.

These disparities between the Global South and North show us how unequal our world can be. It's not just about money; it's about fairness, rights, and the chances people get in life. Recognizing these differences helps us see the need to work towards a fairer world, where everyone has the same opportunities no matter where they're from

During our Global Education classes, we watched many videos showing people around the world facing tough situations, especially kids. It made me really sad seeing such young children dealing with difficult lives. They deserve to have a happy childhood like any other child. These videos made me feel strong emotions and made me realize how important it is to pay attention to such issues.

Some of the videos were so upsetting that I couldn't watch them entirely. Even after leaving the class, those distressing images stayed in my mind. But I understood that this is the reality of our world. These things are happening right now, yet sometimes we ignore them because they don't directly affect us. That thought bothered me a lot.

However uncomfortable it was to see these videos, they made me realize the importance of acknowledging these problems. They're a reminder that we need to take action, no matter how small, to make the world a better place. These videos inspired me to be more aware and try to help in whatever way I can, to make a difference for those who need it most.

In my future teaching journey, I'm excited about using Global Citizenship Education (GCED) and Sustainable Development Goals (SDGs) to make learning meaningful and impactful for my students. I've thought about several cool ways to make this happen!

Firstly, I want to make lessons engaging by showing interesting stories, cool videos, and even inviting guest speakers from different cultures. These will help students learn about diverse perspectives and cultures, sparking their curiosity about the world.

Another thing I'm excited about is having students work on projects related to the Sustainable Development Goals. This means they'll get to brainstorm and come up with ways to solve real problems in their community or stand up for fairness. It's all about empowering them to make a positive change in their world.

I'm also planning to encourage discussions about big global issues. By talking about different viewpoints, students can understand more and make smarter decisions based on what they learn.

Working together is super important too! I want to bring students from different backgrounds together for projects. It's a chance for them to learn from each other, respect different cultures, and work as a team.

Moreover, I believe learning shouldn't just stay in the classroom. So, I'm excited to take students outside for activities like visiting organizations focused on protecting the environment, joining workshops about climate change, organizing clean-up events, or even starting a garden. These hands-on activities will help them understand the importance of taking care of the planet.

Ultimately, my goal is to inspire a sense of responsibility and empathy in my students. I want to encourage them to become active global citizens who care about making the world a better place for everyone.

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The picture shows one of the activities we carried out as part of the seminar. As this task was particularly memorable and sensitized me to many different topics, for me it symbolizes everything I learned during the seminar.

In general, I found the course and the content very inspiring and it broadened my global thinking. In particular, the various visits to external institutions made the seminar very multifaceted and showed us possible practical examples of application.

I particularly remember two exercises:

Firstly, the unit with the world map at the top of the picture, for which we played various tasks such as the 100 people game. I also particularly enjoyed the lessons on the sustainable development goals. They gave me a lot of food for thought, made me more aware of the topic and gave me suggestions for incorporating it into my lessons later on. They allowed us to become active ourselves and dispelled some of the prejudices I still had at the beginning of the seminar.

I would also like to look around my local area and find out whether there are similar organizations that can be used for support.

All in all, I really enjoyed the whole seminar with all its facets and I was able to learn a lot of new things. Thank you!

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The reason I chose this photo is that I benefited a lot from it. It is a perfect activity that is fun, academic, and creative and can exercise students' cooperative communication skills, hands-on skills, and thinking and creative skills. The format of this activity can also be applied to various themes and subjects to display the course content more vividly in a visual form and allow students to participate in it, making their impressions deeper and their understanding more thorough.

I gained unprecedented knowledge from this course. Before this, I had never known about GCED, nor did I know that there are organizations engaged in this cause in every city. They pay attention to the education of all people in all aspects, and I also learned that there are various projects available for everyone to participate in. Secondly, I really like the educational philosophy of GCED, which is to learn through communication and practice outside the classroom, not just knowledge above the classroom. From this, I gained knowledge and understanding of local, national, and global issues, as well as the interconnections and interdependencies between different countries and populations, and for the first time, I felt that we as young people could also participate in these relatively political themes. Even being a “political agent” means having the right and opportunity to speak out. And I did participate in a very beneficial seminar, which made me feel how big and diverse the world is and how narrow my vision was before. Through that seminar, I gained an understanding of different perspectives. The ability to judge things, learn to observe and understand, learn to do things and actively participate, and learn to survive and live together with equality. Together, we discussed the inequalities happening in the world, and at the same time, I focused on the common human sense of belonging and common values and responsibilities based on human rights. and an attitude of respect for differences and diversity. Another very important piece of knowledge is understanding the SDGs, which allows me to understand the various challenges facing the world, such as poverty, climate change, inequality, marine environment, etc. In my future teaching, I can also mention this to my students, perhaps to stimulate students' interest in self-growth and development, and they may strive to improve their skills and knowledge to better achieve these goals. Make a contribution.

Field trips and experiential learning

My idea was to give them an immersive experience to deepen their understanding of global citizenship education and the SDGs, because seeing is believing.

Field trips and experiential learning

My idea was to give them an immersive experience to deepen their understanding of global citizenship education and the SDGs, because seeing is believing.

For example, before going to the Renewable Energy Center, I will make full preparations. Understand the background information of the inspection site, related problems and issues to provide students with necessary background knowledge; then determine the learning objectives so that students know what they are expected to learn (such as how solar energy is generated, what its benefits are, etc.) so that they are more focused and active during inspections; they organize group discussions, question and answer sessions, or classroom sharing to promote interaction and discussion among students, allowing them to share what they see and hear, ask questions, and exchange ideas. Another point is to connect the field trip experience to classroom learning. That is to say, students are allowed to connect what they have learned to theoretical knowledge, such as physics knowledge, chemistry knowledge, and even geography knowledge, for further discussion and analysis in class. The last part is the reflection session. Rather than writing, I prefer to use painting or making display boards to show their learning results and experiences.

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The global citizenship education course has shown me how important it is to teach students at a young age about the challenges and opportunities that affect our society worldwide and how they can take responsibility together in a sustainable way to make a positive difference. To start with, they can playfully find out how our planet is distributed geographically, in terms of population and economically, as shown in the photo, which I would definitely like to try out with my students (together with the world puzzle) to initiate further discussions and arouse interest.

I particularly liked the precise ideas for the lessons, such as the question rounds in class where you should position yourself or get to know each other, but also slipping into other roles where you have to place yourself. I was also very inspired by the fact that there are already so many books and games on the subject, which unfortunately I have never seen before in different classrooms.

Personally, I haven't really dealt with global citizenship before, but I find it very exciting that society is moving away from this egotistical idea and starting to critically question power relations, for example, and trying to become more open to "foreign" cultures, as we are all connected on earth and need to stop thinking in boxes so that we can rethink life on earth. That's why I want to continue to work on this and found the trip to the InfoEck particularly helpful.

Implementing GCED in the classroom I think is not so easy as it is unfortunately not a separate subject in Denmark or Germany, but I think there is a lot of overlap with geography/social studies/economics and politics, so I would use time in these subjects for this. I would like to have the students prepare short presentations on the SDGs so that each week a different SDG is presented in partner work and the students get an overview of this. In addition, I would try to create international partnerships so that the students can hold pen pals or virtual meetings with other students worldwide to promote their intercultural competence and change perspectives. I also really liked the idea of the simulated United Nations conference, which we have already tried out in Copenhagen and I would definitely visit there again as a class excursion.

I think there are an incredible number of teaching ideas on this topic, so I hope that it will be implemented on a larger scale in schools globally in the future.

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Photo of "Global Education" from the UN Conference in Vienna.

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Upon reflection, this course has given me a plethora of insights, and opportunities, to consider various global topics and problems. The above image represents "global education". We created this model at the UN conference in Vienna, and we found it harrowing that education is essential to everyone, yet it is not available in every country. This is one of many topics that we have discussed in this module. The model above was worked on by a team of people from different countries, working cooperatively to create a work of art. This is exactly what this course represented. We all got together as a class and discussed controversial topics and although we had differing opinions we all listened and collaborated together. This reminds me of the main point I took from this course. I believe that fairness and justice should be given to everyone, everywhere.

Global education was a reality check. It made me think about how small my world is and how I need to broaden my horizons. I want to implement the GCED into my teaching as a way of educating children to think openly and inclusively to diverse cultures. The SDGS are a great topic to teach children and it is a good reminder of the goals that we should be trying to achieve, individually and in the wider world. I learned a lot from the module and I think primary school students would benefit and learn a great deal with regards to globalization. I enjoyed hearing everyone's "global experiences". It is nice to add a personal touch to lessons.

My favorite aspect of this course was that it was mostly interactive and that we got to go on two great and informative excursions. This is a great method of engagement, as a change of scenery and listening to other voices is always good. I will definitely implement this into my teaching. I always loved the safe and respectful atmosphere in these lectures and I will try to create this atmosphere in my future classroom.

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This picture, in summary, represents what I learned from this seminar, because it shows the world from a different perspective, allowing you to empathize with different living standards and lifestyles in different countries.

Particularly I remember the 100 People Project from the Welthaus. I was very fascinated to see how many people live on which continent and how much money is available on which continents.

I also found it very useful to talk about stereotypes and discrimination and to address them in order to become aware of them myself. In addition, addressing these issues is indispensable for our future teaching profession, as our heterogeneous society raises a great deal of conflict and problem potential if students are not taught how to deal "right" with these three forms.

I liked the trip to the Infoeck the best, because it showed what an individual can do to make the world a little better. I found the excursion very motivating and it encouraged you to get creative for possible future projects abroad or in your own city.

How I would like to implement the approach of Global Citizenship Education and Sustainable Development Goals:

My goal would be to establish contact with a possible partner school from another country, or even another continent, so that the children, on the one hand, become aware of the size and diversity of the world, and realize that life in different parts of the world is different.

I would also like to focus on “regional” SDGs, so that children can make a difference through their own actions, by learning to live consciously and be careful with different things. These would include, for example:

- Children learn to handle their food sensibly and gratefully (SDG 2)

-raising awareness of prejudice and discrimination (SDG 5)

-sparing use of drinking water and energy (where can water and energy be saved in everyday life) (SDG 6+7)

-Protecting together the environment (collecting waste, reducing plastic, reusing things...) (SDG 12,13,15)

What particularly appealed to the seminar was the confidential atmosphere and the respectful interaction. :)

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To me, this picture best captures my final thoughts on the seminar. As we learned, stereotypes and prejudice are easily formed. Therefore, it is even more important to take the time to fully connect with people worldwide, embracing diverse cultures and perspectives. Listening to others' stories, even if you don't fully understand or personally agree with them at that moment, is crucial. Additionally, making the effort to establish a solid foundation of communication with those who feel misunderstood by societal norms or predefined categories is essential. Using the insights gained from these experiences to enhance my lessons and providing my learners with the opportunity to broaden their horizons is a responsibility I, as an educator, now more than ever, take very seriously.

I gained valuable insights from this course, both in terms of its content, methods, theories, and the excursions we undertook. Among all of them, the "Globo" workshop stood out for me, as I can envision incorporating it into future classes with my own students. The hands-on nature of the workshop was particularly appealing to me.

Moreover, the discussion around the Sustainable Development Report intrigued me. Learning about this report not only provided valuable information but also offered a unique perspective on assessing a country's performance and areas for improvement.

Here are three projects I would like to establish with my class to implement Global Citizenship Education and the Sustainable Development Goals in primary school:

Sustainable Classroom Design:

This initiative involves students in redesigning our classroom space with a strong emphasis on sustainability. They will have the opportunity to brainstorm and implement changes, such as incorporating eco-friendly materials, creating a small "indoor garden”, or introducing energy-saving practices. This project aims to transform their learning environment into a living example of sustainable practices.

Interactive Storytelling:

In this project, students will participate in interactive storytelling sessions, collaboratively developing narratives that address global issues. The stories will feature characters and settings representing diverse cultures and perspectives. The goal is to encourage students not only to explore global challenges but also to imagine and illustrate sustainable solutions within the context of the narrative.

Community Projects:

Collaborating with local communities, this project focuses on initiating activities aligned with the SDGs and GCED. Students will actively engage in community projects, such as establishing community gardens, implementing waste reduction programs, or forming partnerships with local businesses to promote sustainable practices. This hands-on experience will not only deepen their understanding of global issues but also empower them to make a positive impact within their local community.

In conclusion, my exploration of Global Citizenship Education and the Sustainable Development Goals have not only broadened my perspective as an educator but has also fueled my commitment to fostering a global mindset within my students.

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We are all responsible for the world, so we should stick together and see our differences and similarities as strengths and respect and appreciate each other instead of pigeonholing each other!

I hadn't really heard of the approach of GCED before and was thrilled that it is now part of the education system in Austria. I think it is very important to consider aspects of interculturality on a global and local level and to value and respect every person and give everyone a sense of belonging and community. I was particularly impressed by the unit about stereotypes and prejudices. The various videos we saw, made me sad and angry at the same time. The images that were shown and which are also published via various media are pigeonhole people. However, it is obvious that not all people on a continent or in a country are the same and have the same financial and social resources. These stigmatizations don't make it any easier for anyone and create false perceptions of the world. I particularly liked the video with Superman and the little boy, where Superman turned out to be the boy's father and the music video from Africa. It was called “RADI-AID- Africa for Norway”. There was explained there that it is not always necessary to help Africa, but that Africa can also help by sending heaters to Norway, as it is warm in Africa and people are freezing in Norway. I was also fascinated once again by Adichie's presentation. I was able to listen to it for the first time last year in a seminar during my semester abroad and even then I thought to myself how true her words are. It's actually really sad how people are pigeonholed because of their origin. That's why I set myself the goal of talking a lot about stereotypes with my class later on and using books, pictures and stories, for example, to make them aware of diversity and see it as added value instead of thinking in a racist or prejudiced way. I also really enjoyed the projects on the various SDGs, which we worked on creatively in small groups. The "Globo" workshop in particular was a new insight for me and I think this is also a good approach for teaching in elementary school. The pupils will certainly have a lot of fun and learn a lot in a child-friendly way. So later on I would implement different projects on the SDGs, like making a vegetable patch in the school garden, cleaning projects, Philosophizing etc. Also different school trips to let the students explore the big diverse world (forest, zoo, farm, care station etc.).

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I chose the picture because it symbolizes that we all have to work together to achieve the sustainable developement goals. It also shows that we did a lot of collaborative work during the course.

Excursions and activities

My favourite excursion of the course was our visit to the caritas Welthaus. I liked their idea of producing sustainable materials from old cardboards which they use for their visits in different schools. The game we played where we had to put figures on the different continents was really good for visualizing how the population is divided on the different continents. Additionally you can use this task to talk about other topics regarding globalization.

One of my favourite activities was the designing and presenting of our small group projects regarding the SDGs. I liked that we were able to get creative and think about our own projects and which activities would be suitable for the project. Furthermore I really enjoyed to hear the ideas from the other groups because they were really creative and usable in my future career as a teacher. I also enjoyed talking about our global experiences because it made myself think and reflect about what I learned about globalization so far and which experience really influenced me. It was also interesting to hear the stories from the others because they were all different and unique.

Activity – gender inequality and gender roles

The teacher provides materials (magazines, books, newspapers etc.). The children should analyze the material and find out how the gender roles are displayed in the material. Afterwards the teacher talks with the children about how the gender roles are displayed in the material. In the next step the children discuss how it is in reality and if those gender roles are correct. The results are written down on posters which are displayed in the classroom.

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1. Photo

I think that this is the best photo to represent my main outcome of this seminar. It shows the diversity of the humankind and the rainbow colours of the LGBTQIA+ community. Plus, it says that humans should hold together even if there are some physical differences. We should ignore our prejudices and see us as one human species without discriminating anyone regarding its physical appearances and origins.

2. Excursion & activities

Personally, the excursion to the “CARITAS WELTHAUS” was really interesting and I learned a lot about globalisation and the different continents with its population. Furthermore, the material (world map, cards) they had in order to do the different activities (guessing the population of different continents, …) was very helpful. In this case, we as future teachers can take an example from these experts to ensure that our material is just as good.

My favourite activity in this course was the workshop on the prejudices and stereotypes between the different continents and their cultures that we did in the last lecture. The only way to make our world more tolerant and peaceful is to teach these topics correctly to our children, because the latter are our future and they should do it better as our ancestors. Children are innocent and it is our job as teachers to show them the beauty of the humankind with its diversity.

Furthermore, the activity was also connected to the “Sustainable Development Goals” which is also an important topic in my opinion on order to save our planet earth.

3. My future teaching

As described in the last two points, I will focus my future teaching on the diversity of the humankind and on the “Sustainable Development Goals” in order to make the world a better place. In that case, I would do a lot of practical experiments with my children and less theoretical tasks. I think that the latter see the importance of these topics if they are immediately in it as witnesses.

Stereotypes and diversity activities

An example to deal with this topic would be to create a big brunch, in which every child could bring something from their country. In that case, the latter recognise the positive part of the different cultures.

Another activity would be to have interviews with children from other continents. In that way, the children see that there also children in more poor countries who can go to school. Plus, they could exchange some ideas about their families, traditions, and life.

A third activity would be to read special books about stereotypes. There are books in which to men are in couple and have children or a superhero is not blue-eyed and blond but dark-skinned with black hair. In this way, we can show to the children the positivity about diversity and that we should accept and tolerate everyone.

"Sustainable Development Goal" activity

In this topic, I would do small groups of two who could choose one sustainable development goal. The task would be that the latter should come up with an idea (object, video, publicity, machine, …) in order to reach this sustainable development goal in future. In a second part, they could construct their idea and show/present it to the class or in front of some politicians.

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I believe that this photo taken during our most recent lecture effectively encapsulates the key lessons we've learned throughout the semester. To construct the intricate puzzle forming the world map, we initially collaborated as a cohesive team. Beyond merely illustrating global geography, the image delves into the distribution of both people and wealth among different nations, presenting a unique perspective envisioning the world's population as a group of 100 individuals. Additionally, the visual incorporates the Sustainable Development Goals which can be seen surrounding the world map, cleverly mirroring the metaphorical presence and influence of these goals on the global stage.

Through partaking in this course, I have learned that global education is one that makes people aware of the realities of the world and motivates them to work toward improving justice, fairness, and human rights for all. It promotes empathy and the ensuing actions that students could take as global citizens, emphasizes the interconnectedness and diversity of cultures and traditions, as well as the problems that each part of the world is currently facing. This course has allowed me to develop a heightened awareness of my own cultural background, biases, and assumptions, fostering personal growth and self-reflection.

Throughout this course, we focused primarily on global inequalities, which refers to the disparities or unequal distribution of assets, opportunities, and power that affects the well-being of the eight billion people that inhabit our planet. The stark ratio which shows that 80% of the world's population has access to 20% of its wealth, highlights this (Daly et al. 2016).

The excursions to InfoEck and Sudwind were insightful and beneficial as both organizations offered unique insights into global issues, fostering a deeper understanding of the interconnected world we live in. These excursions have not only expanded my academic horizons but have also ignited a sense of responsibility to actively participate in creating positive global change as a future teacher.

One way I would like to implement the approach of GCE and the SDGs into my teaching going forward is to encourage students to identify local issues connected to the SDGs and devise actionable plans. This would instill a sense of agency and responsibility for positive change.

Another way is to facilitate age-appropriate discussions on global challenges, connecting the students to the concepts of justice, equity, and sustainability. This would encourage students to think critically about their roles in a global context.

Finally, I aim to create an inclusive classroom environment that celebrates and respects diverse backgrounds. This will be done by displaying multicultural artwork, showcasing literature from various authors, and celebrating cultural events throughout the school year.

By integrating these strategies, I aim to create a learning environment that not only imparts academic knowledge but also instills a sense of global responsibility, empathy, and a commitment to positive change in my students.

Reference List:

Daly, T., Regan, C. and Regan, C. Eds. (2016) 80: 20: Development in an unequal world, 7th ed., Bray: 80:20 Educating and Acting for a Better World.

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The image that I thought: the collaboration and cooperation with the other students at the university (and partly also the project I took part in Vienna).

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Global Citizenship Education and the promotion of the Sustainable Development Goals represent fundamental pillars for the formation of conscious and responsible individuals and for the community.

Reflecting on certain themes is important and above all, meaningful because, first and foremost for us future teachers, it allows us to fully understand the importance of transmitting certain values as early as elementary school.

Global citizenship education teaches us to "embrace" diversity and recognize the interconnectedness of people and communities around the world. For example, the lesson on the single stories was really important in making me realize that there are still so many misconceptions about some of the world's populations. In fact, in Vienna I got to talk to people from Africa and they told me things that made me think about how much the world still sees certain places on the planet as single stories.

We live in a time when global challenges, such as climate change, extreme poverty, and inequality require a collaborative response. Our future task is to teach children from an early age the importance of solidarity, respect and understanding to help create citizens who are aware of their role in the world.

Integrating the Sustainable Development Goals into the school curriculum means providing students with a comprehensive view of global issues so that they become agents of change.

Elementary school is the initial stage of the educational journey, and introducing the SDGs in this context would mean "planting seeds" of awareness and social engagement from an early age.

Teaching students how their daily actions can positively affect the world is important to promote a sustainable lifestyle.

Through this course, I noticed how global citizenship education is not simply limited to acquiring knowledge (the theory), but also developing practical skills (the visits we made), in addition critical thinking, problem solving and as mentioned before, collaboration are also developed.

These skills are essential to meet today's complex challenges and, in fact, are also the goals I have for my future as a teacher.

How do I want to implement the global citizenship education and sustainable development goals approach in my future as a teacher?

With an interesting, engaging and practical approach.

These are some of the ideas I came up with:

modify curricula to incorporate the SDGs and key elements of GCED into various school subjects;

organize learning projects that involve students;

organizing cultural exchanges for students to develop a deeper understanding of global challenges and different cultural perspectives;

involve students in designing and implementing sustainability and SDGs awareness campaigns in the school;

organize educational trips for students to explore different cultures etc...;

I am convinced that this course has been good for all of us.

These topics have made us more aware, taking a more active interest in certain issues.

I am of the opinion that it is fulfilling to see one's impact in the world and feel motivated to contribute in a positive way.

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This photo is intended to show the world as a common planet. On which all people should have the same rights.

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To begin with, I would like to mention that this course has really broadened my international and global thinking. The visits to InfoEck and Südwind had a particular impact on me. These excursions gave us a practical demonstration of what we had already learnt in theory. I also realised how many great associations and information centres there are in this small town. In the seminar, the unit with the single stories made me think and reflect in particular. At the beginning I felt a bit bad because I also had prejudices against other cultures, but the exchange made me realise that most people feel the same way. Another very interesting topic was the sustainable development goals, which we discussed in great detail. In my own school days, I had only heard briefly about the 2030 Agenda and therefore didn't have much awareness of this topic. Through the joint work and, above all, our practical unit, I developed a great interest in this topic and have already been able to apply it in a modified form in another seminar. The units in which we were allowed to become active ourselves and develop new ideas and projects had the greatest impact on me. For my future lessons, I want to make the children aware of the environment and how we live together. I want to use picture books, videos and projects to make these very complex topics child-friendly. The sustainable development goals in particular should show the children how privileged our lives are.