Teachers' Role in Developing Sustainable Development Goals in Your

School and Climate Change Action

Date: 10 Oct 2023

Executive Summary:

This study looks at how important it is for educators to promote climate change action and the
Sustainable Development Goals (SDGs) at Sainik School Sambalpur. It emphasises how crucial teacher
involvement is to enlightening, inspiring, and encouraging students to take an active role in
sustainability initiatives. The paper delineates certain measures, obstacles, and suggestions aimed at
augmenting educators' input towards these critical worldwide objectives.

1. Introduction:

Action on climate change and the Sustainable Development Goals (SDGs) of the UN are two
interrelated global objectives that need to be addressed right away. Teachers are at the vanguard of this
endeavour, and schools play a crucial role in cultivating the next generation's awareness and dedication
to these ideals. Sainik School Sambalpur has put in place a number of programmes to involve teachers
in these projects because it acknowledges the importance of the SDGs and climate action in education.

2. Teachers' Role in SDGs:

Instructors play a crucial role in influencing students' understanding of and dedication to the SDGs.
Their duties consist of:

- Education: Instructors teach students about global challenges, sustainability, and responsible
citizenship while incorporating the SDGs into the curriculum.
- Inspiration: They encourage students to take part in community service, initiatives, and activities that
are connected to the SDGs.
- Advocacy: Teachers raise awareness of the SDGs among their peers, parents, and the community as
well as within the school.

3. Climate Change Action:

Addressing climate change requires immediate and collective action. Teachers at [Your School]
contribute to climate action by:

- Education: Incorporating climate science and environmental studies into the curriculum.
- Eco-friendly practices: Implementing eco-friendly initiatives within the school.
- Student involvement: Encouraging students to participate in tree planting, waste reduction, and
conservation projects.

4. Initiatives and Achievements:

Sainik School Sambalpur has initiated several programs aimed at incorporating SDGs and climate
change action into education. Notable achievements include:
- Integration of SDGs into the curriculum, ensuring that each goal is covered.
- Regular climate action events, such as "Green Day" and environmental awareness campaigns.
- Collaboration with local environmental organizations and guest speakers.

5. Challenges:

Despite the successes, there are challenges faced by teachers and the school in these endeavors:

- Limited resources for sustainable infrastructure and materials.

- Balancing academic requirements with sustainability education.
- Ensuring all teachers are adequately trained in SDGs and climate action.

6. Recommendations:

To enhance teachers' role in SDGs and climate change action, the following recommendations are
proposed:

- Provide regular professional development and training for teachers on sustainability and climate
change education.
- Allocate more resources for eco-friendly infrastructure, materials, and initiatives.
- Strengthen community involvement by organizing joint initiatives with local organizations.

7. Conclusion:

At Sainik School Sambalpur, teachers are essential to promoting climate change action and the
Sustainable Development Goals. Their contributions inspire children to become responsible,
environmentally conscious citizens in addition to educating them. Sainik School Sambalpur may
remain a leader in climate action and sustainable education by overcoming obstacles and putting this
report's recommendations into practise.

8. Acknowledgments:

We express our gratitude to all the teachers at Sainik School Sambalpur for their dedication and
commitment to promoting sustainable development and climate action. Their efforts are instrumental in
shaping a better future for our students and the planet.