The 2025 IVECA Global Youth Mentorship Program (iGYMP) Live Class, themed “STEAM for Sustainable Cities,” capped off a semester of shared learning between university mentors from the United States and high school students from South Korea. Exploring global challenges through the lens of education, dialogue and collaboration, the mentors from New York University, City University of New York and Anderson University (South Carolina) and students from Noeun High School in Daejeon highlighted how interdisciplinary learning can empower youth to connect local issues to global solutions.
For Korean students, the Live Class offered a rare chance to engage with global peers in a personal and meaningful way. They shared insights into community challenges while reflecting on sustainability, inclusivity, and everyday experiences. Their presentations addressed several United Nations Sustainable Development Goals (SDGs), including water quality within schools (SDG 6: Clean Water and Sanitation), equitable transportation for disabled citizens and the consequences of illegal parking (SDG 9: Industry, Innovation & Infrastructure), and sustainable energy use within their homes (SDG 7: Affordable and Clean Energy). Although the topics varied, a common thread emerged across all presentations: a strong sense of social responsibility, awareness of shared public spaces, and the role of everyday habits in shaping more livable cities. As one student noted, “simply put, it is much more effective to carry out projects that solve everyday inconveniences and save the environment at the same time.”
Continuing the exchange, the youth mentors shared their perspectives on local challenges in the United States, illustrating how STEAM-based approaches can translate ideas into practice. Through locally grounded yet broadly relevant examples, they demonstrated how innovation, science, and data intersect with safety, inclusivity, and social responsibility. Mentors from Anderson University focused on homelessness in their county, proposing a community-led “Haven” designed to support individuals in need (SDG 1: No Poverty). The NYU group explored ways to integrate STEAM learning into local schools, using city planning and traffic safety education to reduce pedestrian accidents (SDG 11: Sustainable Cities and Communities). Meanwhile, mentors from CUNY examined the effects of climate change and aging infrastructure in New York City, drawing attention to the cost of persistent flooding in the MTA subway system (SDG 9). As one mentor explained, “Subway flooding is not just an infrastructure problem but an economic one.”
Marking the significance of this moment, students and mentors welcomed guest speaker Dr. Abraham Joseph, a senior expert in international economic policy with more than 30 years of experience at the United Nations and the Government of India. Praising students for connecting real-world problems to thoughtful, actionable STEAM-based solutions, Dr. Joseph emphasized how the students and their mentors have already begun the hard work of becoming global citizens. “I know that sustainable development succeeds when technology, policy, economics, and human needs are considered together. I was impressed that you did not look for quick answers. Instead, you examined root causes, considered inclusion, and proposed solutions that are forward-looking and practical, which are exactly the type of thinking future leaders need.”
Beyond presentations, the Live Class also created space for cultural exchange through student and mentor performances. Korean students shared a short video introducing their high school life, guiding mentors through familiar spaces such as classrooms, the cafeteria, student lounges, and activity areas, offering a glimpse into their daily routines and learning environment. In return, mentors shared snapshots of their own university lives, showing the diversity of their experiences. From scenic drives to work and early-morning football practice to moments of cultural celebration, including a Hanukkah gathering and the traditional Filipino parol Christmas lantern lighting, these performances underscored both the differences and shared rhythms of student life across countries and cultures.
Together, the Live Class reflected the core goals of the iGYMP: fostering intercultural understanding, strengthening critical thinking, and empowering young people to engage thoughtfully with real-world challenges. For the mentors, engaging with students also offered a moment of reflection and renewed perspective. As one mentor noted, “It is nice, as adults, to have that reminder, to keep on hoping and planning steps forward.” Through dialogue, collaboration, and shared experience, students and mentors demonstrated how education can bridge borders and inspire locally grounded, globally informed action.
