Create a topic: For instance, how do you view global pollution?

Divide the students into groups from different countries to express their respective opinions.

Propose their own solutions to the problem of global warming;

Lead students into nature through measures such as seawater quality inspection, garbage disposal, and publicity and appeal,

Let students understand how to be a person with a global sense of citizenship.

During this process, cultural collisions among different countries will occur. However, by building Bridges, understanding and empathizing with each other, we will seek harmonious perspectives, embrace diverse differences, and develop a stronger sense of collectivism.

I commit to provide them with the knowledge, right guidance, and platform to be a change maker

Also, see them open and very appropriate with other regardless of their differences, actively helping their mates for the sake of growth.

I also see them helping others see the applicability of SDG and being an active global citizen

Attitudinally, they’ll respect diverse physics problem - solving approaches across cultures. Seeing how different regions tackle issues, they’ll recognize no one-size-fits-all answer. Plus, they’ll feel empowered to drive global good, advocating low - carbon living via physics-explained tips or creating innovations for e-waste recycling.

Here are my thoughts on the subject unity in Diversity:

"Unity in diversity" refers to the state of being united or together despite having differences. It emphasizes harmony and cooperation within a group or society despite the presence of various cultures, beliefs, or backgrounds. It's not about erasing differences, but rather recognizing and appreciating them while still working towards common goals. 

Here's a more detailed explanation:

What it means:

• Harmony and togetherness:

  Despite variations in race, religion, culture, language, or other aspects, individuals can still coexist peacefully and work together. 

• Acceptance and appreciation:

  Unity in diversity goes beyond mere tolerance. It involves actively accepting and valuing the differences that exist within a group. 

• Strength through variety:

  A diverse group can be stronger and more innovative when its members learn from each other and collaborate. 

Examples of unity in diversity:

• A multicultural society:

  A society where people from different ethnic, cultural, and religious backgrounds live together, learn from each other, and contribute to the overall community. 

• A team with diverse skills:

  A team where members have different strengths and backgrounds can be more creative and productive when they work together. 

• A global community:

  Nations can unite on global issues like climate change or disease control, despite having different political systems and priorities. 

Why it's important:

• Social cohesion:

  Unity in diversity promotes a more inclusive and harmonious society where everyone feels valued and has a sense of belonging. 

• Economic growth:

  A diverse workforce and marketplace can lead to greater innovation and economic prosperity. 

• Global stability:

  When nations can cooperate despite their differences, it can lead to a more peaceful and stable world. 

I have learn a lot from AFS Global STEM Educator, and I will implement in the learning activity.

3 months: I will encourage my students to learn about the soft skills of diversity.

6 months: I will implement 21st century skills and SDGs

1 year: I will conduct the project based learning in physicsI will ask my students to make a project to reduce the pollution in our environment.

In the future, I would love to apply all the skills I have acquired to influence more lives positively as a global educator. Also, to create awareness of the World's Sustainable Development Goals, unlock my students potentials through application of mathematical knowledge, creativity, complex problem solving, emotional intelligence, resilience and other skills and to drive the interests of my learners towards becoming Active Global Citizens.

Sakshi

I feel close to making this happen, but I know I need to stay focused, work as a team, and give students more voice. Thanks to the AFS program, I’ve learned how to bring global competence into everyday learning.

Now, I will design more projects that mix tech, empathy, and action. Step by step, I’ll help my students become real changemakers.

With AFS, new dreams have just begun. I plan bold paths for social innovation.

Hi everyone probably after 6-7 months I will be working on some robotic project, delivering some physics lacture in my classroom but there will be one big thing and that is a 'impact' of what I have learned throughout this course here. All my classes will have broader vision and global perspectives. They will feel more confident and always ahead of the others.

• Concept: Growth, interconnectedness, foundational learning, reaching out.

• Visual Elements:

  • Trunk/Base: Represents you (the teacher) and your core teaching.

  • Roots: Represent foundational knowledge and skills in global competency (e.g., empathy, critical thinking, cultural understanding). These can spread out to show connections.

  • Branches: Represent the students' learning and development. Each branch can be labeled with specific skills, knowledge, or attitudes they gained (e.g., "Global Citizenship," "Intercultural Communication," "Problem Solving").

  • Leaves/Fruits: Represent tangible outcomes or impacts of their learning (e.g., "Collaborative Projects," "Awareness," "Action").

  • Global Elements: Integrate small world maps, diverse faces, or symbols of different cultures among the leaves or around the tree to signify the global aspect.

• Deeper Meaning: Shows continuous growth, the importance of strong foundations, and how learning expands to encompass a global perspective. The roots signify deep understanding, and the branches reaching out symbolize the students' ability to connect with the world.

I taught them basic but essential skills like:

• Time management

• How to ask meaningful questions

• Teamwork and respecting others’ opinions

They started becoming more confident, even the shy ones began participating more. They learned that mistakes are part of learning and began to view challenges as opportunities to grow.

There’s an adage in Yoruba culture that says “ Omo tí a se lorè tí ko dupe, bí olosá ko ni lerù lo nì” translates to a child that was gift but refused to appreciate is likened to a thief that looted my stuffs.

Na go de….. Hausa dialect ( Northerners)

E Seun o….,,,Yoruba( Westerners).

MY IDEATION

In 3 months

My goal: I will build in my students, curiosity and integrates STEM principles into my biology class teaching.

1. I will always start my class with an open minded questions for proper exploration example what is the SS of green color in a leaf plant?

2. Simple projects on STEM are encouraged e.g. simple food test like test for starch using iodine with all materials.

3. Encourage them to use low budget materials for experiments e.g. onions for cells, etc

4. I we encourage them to have a corner where information can be posted on STEM news, Biology drawings.

In 6 months.

My goal: I will deepen their STEM learning, through collaborative projects, critical, thinking an application of science in all they do.

1. The project will be student-centered( STEM). Students work together to carry out projects through investigation.

2. Students build models on biology topics from low budget materials, e.g. using cardboard to construct models.

3. I will be able to connect my teaching to technology by using simple digital presentation or posters with canva or PowerPoint or slides.

4. I will teach my students how to record data from experiments, interpret results, and use mathematical expression to show growth on graph.

5. Group competitions will be encouraged true collaborative work.

6. STEM carrier talks will be encouraged and carried out by professionals in various field of science.

7. Finally, SDG’s will be introduce to sustainable topics in biology, e.g. pollution, ecology, etc.

In a year

My goal: A rich STEM biology classroom that will encourage innovation, problem-solving, communication and scientific literacy will be established through:

1. Exhibition

2. STEM projects ( especially on sustainability).

3. Using technology tools.

4. Joining STAN.

5. Finally by evaluating and assessing my class.

By the end of the year, my students will be thinking scientifically because they have built models, record datas, interpret results, done experiments and explore a real -world problems.

Three to six months from now, I see a transformation—both in myself and in my students. I see a science classroom that feels alive, where curiosity is louder than fear, and discovery feels like a shared journey. Teaching Biology and Chemistry in Grades 10 to 12, and Integrated Science in Grades 7 to 9, I now witness learning that is no longer confined to textbooks. It breathes in the real world, in the problems that surround us, and in the dreams my students dare to explore.

I see students asking not just “what” and “how,” but “why does this matter?” They connect lessons on ecosystems, cell biology, combustion, or acids and bases to real issues like polluted rivers, poor sanitation, food insecurity, and global warming. They propose locally grounded solutions, blending scientific principles with compassion and innovation.

I see learners from different backgrounds working together—learning from each other’s cultural experiences and building mutual respect. My Grade 7s ask questions about waste management in their neighbourhood. My Form 3 students design small-scale solar devices for their homes. A Grade 10 student, once shy, now confidently presents a water filtration model inspired by lessons in chemistry.

Mistakes are no longer moments of shame—they’re stepping stones. We reflect, we laugh, we improve. I, too, grow every day—no longer just a teacher, but a guide, a co-learner, and a bridge between knowledge and real-world action.

My students are not just preparing for exams; they are preparing to change their communities. They are learning to think globally and act locally. And in this shared transformation, I see the quiet revolution of education—rooted in STEM, powered by humanity.

ii) Visual Representation Ideation

My Globally Competent STEM Classroom

• Global Awareness – Climate change, biodiversity loss, SDGs, intercultural dialogue

• 🔬 Scientific Skills – Experimentation, data analysis, critical thinking, inquiry

• 💡 Innovation Projects – Biodegradable soap from local plants, solar food dryers, digital health awareness posters

• ❤️ Core Values – Empathy, collaboration, resilience, integrity

• Teaching Approach – Student-cantered, cross-cultural examples, local-global connections, real-world tasks

• 🌱 Learner Outcomes – Confidence, curiosity, civic responsibility, problem-solving mind-set

I see them collaborating with their counterparts in other part of the world to raise awareness to issues globally

I will strive to make a change among my students and my community and to empower them with the necessary tools for their development and fulfillment.

I want my classroom, where every student is a 'Global Explorer,' actively building knowledge, fostering empathy, and shaping their future with confidence and collaboration. I'm also longing for a class that can accommodate global networking for my students since I've experience it myself through this program that brings lots of takeaways, I want my students also embodying the skills, knowledge, and attitudes that encourage them to reach their highest competence to be the global citizen in the future.

Curious Investigators

• They ask bold questions and design their own experiments.

• They see science not as a set of facts, but as a way of exploring the world.

Creative Communicators

• They express scientific ideas through stories, visuals, and performance.

• They can turn a concept like photosynthesis into a comic strip or a skit — and make it unforgettable.

Global Collaborators

• They connect local challenges to global contexts.

• They understand that science is a shared human endeavor, and they’re ready to contribute.

Innovative Problem-Solvers

• They tackle real-world problems with interdisciplinary thinking.

• They’re not afraid to fail, iterate, and try again — because that’s how breakthroughs happen.

Reflective, Ethical Citizens

• They consider the impact of science on society, the environment, and themselves.

• They value fairness, empathy, and responsibility in every scientific pursuit.

What I Learned About Others:
I learned that my colleagues and peers bring diverse perspectives, experiences, and ideas. Seeing how they approach teaching, social impact, and global issues inspired me to think differently and broaden my own methods.

What I Am Most Grateful For:
I am most grateful for the opportunity to reflect on my own teaching practices, learn from others, and gain practical strategies to promote global competence in the classroom. The shared experiences and stories of peers were especially enriching.

Other Key Takeaways:

• Being a globally competent teacher means connecting local actions with global issues.

• Teaching the SDGs and fostering awareness in students has a ripple effect on the community.

• Collaboration, empathy, and creativity are just as important as knowledge in shaping responsible, active global citizens.

This journey has been a valuable reminder that learning is ongoing, and every effort to engage students meaningfully contributes to a more informed and compassionate world.

The students are also able to develop 21st century skills when they graduate bringing the pride of the school that the quality education we offer is above and beyond.

1 year: My students have grown into young global citizens. They take initiative, show leadership in school sustainability projects, and influence their peers and families positively. They are not only knowledgeable but also responsible and compassionate.

In our classroom, discussion is key: I foster a space where students smile happily, eagerly raising their hands to explore their doubts, ensuring every voice is heard. The learning doesn't stop indoors; we often take our curiosity out into the garden to connect our lessons directly with nature. The lab is where the real magic happens: whether we are meticulously dissecting a heart to understand its intricate parts or performing a complex experiment, my students are always actively, happily engaged. They don't just listen; they participate, enjoy, and experience science first-hand. This blend of conversation, nature, and hands-on discovery ensures that biology is not just a subject, but a fascinating adventure.

For instance, when exploring the potential tensions between SDG 8 (Decent Work and Economic Growth) and SDG 12 (Responsible Consumption and Production), students won't just settle for textbook answers. They will spontaneously form "policy advisory teams" to conduct in-depth research on a local industry, such as garment manufacturing or food processing. One team might develop a business plan for a small clothing company seeking to transition from a "fast fashion" model to a sustainable one. This presents a complex problem with no single clear-cut solution: they must analyze changes in cost structures, assess consumer willingness to pay a premium for eco-friendly products, and weigh the short-term vs. long-term impacts of this transition on local employment. This process could force them to integrate knowledge from business, ethics, and environmental science.

Throughout the project, they will demonstrate deep critical thinking. Upon finding an online report claiming that "sustainable businesses are more profitable," they wouldn't accept it at face value but would actively question its assumptions, scrutinize the data source, and identify potential sample biases. They would compare information from various sources to uncover logical fallacies that might be obscured by corporate messaging. Ultimately, their deliverable isn't a simple answer but a comprehensive report including scenario analyses, risk assessments, and ethical considerations, truly grasping the complexities and trade-offs involved in implementing SDGs within economic decision-making.

I hope the new attitude they've developed is embracing global economic uncertainties and viewing every apparent conflict between policy goals or business dilemmas as a valuable opportunity to hone their complex problem-solving and critical thinking skills. They no longer search for the one right answer but focus on designing more resilient and responsible solutions.

are connected globally to other students across the globe who can

network and interact. As a teacher, I would be able to monitor the interaction

and also involve the parents in monitoring the networking and interaction. I

should be able to interact with other teachers to do a lesson exchange virtually.

I envision my classroom as being a culturally diverse one where each student is acquiring 21st century skills so that they can be competent global citizens. The students would be aware of SDGs and incorporate them while consciously making decisions which empower them as critical thinkers. Their actions will be geared for a meaningful and productive environment with global perspective and they learn to be proactive non judgmental listeners. My role would be to facilitate and mentor them in this journey with technological skills to navigate their path.