Elementary Students Create New Green Cities

The excitement between American and Peruvian elementary students felt palpable on December 12th for an animated Live Class to share their visions of sustainable urban development. Through the curriculum, New Green Cities Worldwide, students from California and Peru stepped into the roles of architects, scientists, and environmental experts, reimagining their cities as greener, healthier, and more inclusive spaces. This cross-cultural collaboration highlighted the innovative spirit and shared commitment to addressing global challenges like climate change and urban inequality.

Students began the session by introducing their cities and presenting their strengths and areas for improvement. From bustling streets and diverse neighborhoods to challenges like air pollution, limited public spaces, and traffic congestion, participants painted a vivid picture of urban life in their countries. The discussion then turned to brainstorming solutions, with students leveraging their creativity to envision green cities prioritizing clean energy, affordable housing, accessible transportation, and vibrant green spaces.

The highlight of the session was the presentation of green city designs. Students showcased detailed maps and scale models illustrating how solar panels and wind turbines would power their cities. Accessible, public transport and bike lanes would reduce congestion while parks would serve as an oasis of clean air and community connection. Some groups went further, crafting catchy mottos to represent their green cities' identities, such as "Urbs Viridis in Aeternum" in Latin, which means “The Green City Forever” and sharing insightful messages such as "The Earth does not belong to us. We belong to the Earth."

Reflecting on the IVECA experience, a student from the USA shared, "My classmates loved reading your writings and projects. Besides learning that we have many things in common, such as sports, video games, that we like to spend time with our family, and listen to music. It is wonderful to be here today, to meet you all and learn about your new green cities." A Peruvian student added, “I would like to tell you that I am happy to have met you and to have conversed in a language different from mine, it is part of learning along my path and that I will continue to improve every day.”

The Live Class culminated in a shared sense of accomplishment and global solidarity. By working together to tackle real-world issues, these students revealed their passion and commitment to engaging in collective action for a brighter future. Through this session, IVECA continues to empower the next generation of global citizens to think critically, act responsibly, and build bridges across cultures for a healthier and more equitable world.

#IVECA #NewGreenCities #SDGs #VirtualExchange #InterculturalCompetence #GlobalCitizenship

Global Perspectives on Education: A Collaborative Journey Across India, Korea, and Mexico

In an inspiring series of four Live Classes, students from Korea, India, and Mexico convened virtually to explore the universal yet diverse challenges of education in their respective countries. This collaboration was not merely a sharing of perspectives but a creative problem-solving journey, linking local educational issues to broader Sustainable Development Goals (SDGs). Through analysis, discussion, and innovation, the students demonstrated how education can serve as a powerful tool for addressing societal disparities and fostering global change.

To begin with, Korean students focused on critical educational challenges, including academic negligence, heavy reliance on private education, and insufficient support for special education. They connected these issues to SDG 3 (Good Health), SDG 4 (Quality Education), and SDG 10 (Reduced Inequalities). They underscored how academic stress and the financial burden of private education negatively affect mental well-being, thereby limiting access to quality learning. As one group noted, “Achieving SDG 3 and SDG 4 is crucial to addressing the mental health challenges caused by academic stress and social expectations in South Korea. Quality education must actively support students' mental well-being to create a sustainable and healthy educational system for future generations.” Their solutions emphasized AI-based personalized learning, community-driven special education support, and student-centered reforms each offering a holistic approach to equity and sustainability.

Moving from Korea to India, students examined the intersection of education with poverty, unemployment, and gender equality, aligning their presentations with SDG 1 (No Poverty), SDG 4 (Quality Education) and SDG 5 (Gender Equality). They explored systemic barriers such as caste and gender-based discrimination, limited resources, and a disconnect between education and the job market. A student group shared, “Working on gender inequality has shown how deeply it affects all parts of society. What inspired us most were the powerful stories of resilience from those who’ve faced and overcome gender barriers, proving that change is possible.” The students proposed solutions focused on empowering women through education and skill development, while also recommending reforms in the school systems to better support marginalized communities. They highlighted impactful local initiatives like Skill India and Beti Bachao Beti Padhao, demonstrating how education can break cycles of poverty, foster gender equity, and drive sustainable development.

Similarly, Mexican students addressed barriers to quality education, such as a more than 40% reduction in teacher training funds over the past five years, compounded by challenges like poverty and wealth inequality. They introduced local initiatives such as full-time schools that extend learning hours, the National English Program to enhance language proficiency and scholarships for low-income families. Their proposed solutions included fostering public-private partnerships, leveraging technology, and expanding online learning platforms to improve access for underserved communities. By adopting these strategies, they emphasized how targeted efforts could bridge educational gaps and create more equitable opportunities for all students.

These Live Classes demonstrated the students’ ability to connect local issues with global goals, critically analyze challenges, and propose actionable solutions. The discussions underscored how education is intricately linked to other SDGs, revealing the interconnected nature of global development and the importance of collaboration. One student reflected, “As we reflect on various projects on SDG 4 and other relevant SDGs, we realize the magnitude of the challenges facing our respective countries. However, we also recognize the immense potential for positive change. Let us carry the spirit of collaboration and innovation that we have cultivated here and apply it to address these challenges.” 

#IVECA #QualityEducation #ReducedInequalities #SDGs #InterculturalCompetence #GCED  #VirtualExchange #LiveClass

Fostering Empathy Across Borders: Building Connections in Our Communities

On December 4 and December 9, students from Mexico, India, and China celebrated their virtual exchange by exploring the theme "Building Connections in Our Communities." These sessions emphasized the role of empathy in addressing community challenges and advancing the United Nations Sustainable Development Goals (SDGs). Through insightful discussions, creative problem-solving, and cultural exchanges, the participants deepened their understanding of empathy as a catalyst for social transformation.

The Live Classes began with presentations by each group, sharing insights from their observation walks within their communities. Students identified pressing challenges, such as environmental pollution, lack of accessible public spaces, and social inequalities. They highlighted how these issues align with specific SDGs, including Sustainable Cities and Communities (SDG 11), Reduced Inequalities (SDG 10), and Climate Action (SDG 13).

Mexican students presented on the challenges faced by indigenous communities, such as poverty and violence, proposing cultural community events and donation drives to foster interaction and empathy. Their Indian counterparts touched upon creating a holistic education system to provide quality education (SDG 4), driven by their care for those marginalized by gender and social inequity in accessing education. Meanwhile, Chinese students addressed environmental concerns, suggesting the establishment of water source protection zones. These presentations showcased not only the diversity of challenges in their respective communities but also the shared human desire to build inclusive and sustainable environments.

The experience concluded with a sense of shared purpose. As students reflected on their discussions, they recognized that fostering empathy is not just about solving immediate problems but also about contributing to the larger vision of global unity and sustainability. Showcasing the power of empathy to break down barriers and build a stronger, more inclusive community, students shared, “Our discussions on sustainability and empathy illuminated the power of collective action in advancing the United Nations’ Sustainable Development Goals.”

The lessons they learned and the connections they formed will undoubtedly inspire further action, proving that empathy knows no borders. An Indian student echoed, "The IVECA program has been a wonderful and memorable experience. Representing India was a proud moment, giving me the chance to share my country’s culture and learn about the rich traditions of Mexico. This journey has opened my eyes to the beauty of cultural connections and the importance of understanding one another."

#IVECA #BuildingConnections #VirtualExchange #SDGs #InterculturalCompetence #GCED