There is no doubt that the COVID-19 pandemic has had a profound impact on education, exposing significant social and economic disparities in many countries around the world (Reza, 2022). Given this context, it is essential for educators to adhere to the ethical parameters outlined in the 2030 Agenda for Sustainable Development. This comprehensive framework comprises 17 goals and 169 targets, designed to mobilize collective efforts to enhance our country's economic, ecological, and social standing (United Nations, 2015). Particularly in the field of education, the fourth goal aims to promote "Quality Education," with the overarching objective of ensuring that all learners are equipped with the knowledge and essential skills to effectively address societal issues such as human rights, gender equality, nonviolence, cultural diversity, and more (United Nations, 2015). As a result, educators play a pivotal role in achieving sustainability as they directly interact with students in the classroom and help them develop as individuals and adapt to societal life as global citizens (Kopnina, 2020). Moreover, the educator role involves not only imparting knowledge but also fostering the development of essential skills such as critical thinking, collaboration, and ethical decision-making. This involves integrating sustainability concepts into the curriculum and promoting interdisciplinary approaches that address global challenges (Kopnina, 2020). For example, a lesson might involve activities that address a particular global issue, such as the social and economic impact of climate shocks in some countries. This hands-on approach not only allows students to engage with the content, but also enriches students' comprehension, critical thinking, problem-solving abilities, empowering them to make well-informed decisions and take responsible actions.
References
Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280–291. https://doi.org/10.1080/00958964.2019.1710444
Reza, F. (2022). COVID-19 and the asynchronous platform: How some countries have addressed school closures. Childhood Education, 98(2), 50–55. https://doi.org/10.1080/00094056.2022.2053444
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. Department of Economic and Social Affairs: Sustainable Development. https://sdgs.un.org/2030agenda
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