In this section you find tips and guidance on how to integrate SDGs in your teaching and what to consider

Tips and steps on how to integrate SDGs

This is a list of tips that help you to reflect and explore how to integrate SDGs into your course or teaching instance.

- Map what you are already doing? the sustainable health/healthcare learning objectives
- Which SDG or SDG Target best relates to your course or teaching instance?
- How would you make the connection between your course and the SDG/s clear?
- Can you identify when, where and how to explicitly link your course to the SDGs?
- How will you enable and embed a glocal (global + local) learning experience
- How will you facilitate inter- and trans disciplinary discussions and reflections
- How will you role model as SDGs implementer? How will you encourage changes in knowledge, values and attitudes with the vision of enabling a more sustainable and just society for all.
- How would you include students in your modulations?

The eight principles of 2030 Agenda

To achieve the trans-formative vision of the 2030 Agenda educators need to improve their teaching practices and therefor they are advised to consider the 8 principles of Agenda 2030 when planning, during teaching and evaluating stages (these principles developed by our 2030 Agenda team)

Principle 1 - Promoting inclusive behaviours in teaching and learning
Principle 2 - Developing and facilitating learner-centred pedagogies
Principle 3 - Promoting effective cultural and inter-professional engagement
Principle 4 - Enabling and embedding a glocal (global + local) learning experience
Principle 5 - Integrating social and ethical responsibility in teaching and learning
Principle 6- Integrating learning from different disciplinary contexts
Principle 7- Integrating knowledge within and across local and global communities
Principle 8 - Engaging in critical self-reflection and continuous learning

To integrate SDGs into your teaching you would need to reform the intended learning outcomes, teaching activities and assessment based on constructive alignment. Please see the below figure>