Participate and share: Interactive session 
The purpose and objective of our presentation are to explore the United Nations’ Sustainable Development Goals (SDG), analyze how SDGs could be integrated into their curriculum/instruction/assessment, assess technology tools (i.e., AI, AR/VR) relevance for their context; and create a simple backward design lesson overview for their context that relates to SDGs.
Bano and Hina (2020) found that the inclusion of SDGs in teacher education programs enables pre-service teachers to develop “critical thinking about multifaceted global issues and help[s] them to know their relation with their fellow humans and the environment they live in” (p. 108). Further, Target 4.7 of the SDGs calls explicitly for all learners to actively engage with topics focused on sustainable development. This includes but is not limited to “sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development” (UN, 2023).
A result of the rapid integration of AI in educational technology tools has been a more significant deficit in teacher training to develop the professional skills needed to implement education for sustainable development that contributes to social welfare (Al-Thani et al., 2021; del Carment Pegalajar-Palomino et at., 2021; Rad et al., 2022). Furthermore, the deficit perception of AI as a threat leads many educators to avoid AI rather than learn how to utilize it for students’ benefit (Humble & Mozelius, 2022). This lack of understanding and training perpetuates several misconceptions about the use of AI in educational spaces (Antonenko & Abramowitz, 2023). Some of the most prevalent misconceptions are that AI will hinder students’ ability to become independent thinkers or that AI will replace teachers–the “extinction risk fears” (Humble & Mozelius, 2022). As a result, these misconceptions can hinder classroom practice and curriculum design (Yau et al., 2023)
Therefore, to achieve the SDGs education goal, educator preparation programs should embed the SDGs into existing content instruction and pedagogical strategies, which led the presenters to redesign a lesson planning with educational technology unit to incorporate the SDGs (Erlina et al., 2022). Additionally, artificial intelligence tools (i.e., ChatGPT, Magicschool.ai) can be used to support the generation of ideas for pedagogical strategies and technology tools that pre-service teachers can utilize in the lesson plan. Specific educational technology tools used in the lesson plans will be determined by the ability to enhance or extend the content standards and accessibility, as well as meeting student and data privacy requirements.
By incorporating a simple backward design lesson plan activity (Wiggins & McTighe, 2005), our hope is that participants will be able to practice implementing the UN SDGs with specific attention paid to their individual contexts.
Our session seeks to be a collaborative space for teacher educators to approach authentic opportunities for teaching and learning with technology. Our session outline is as follows:
1. Introduction (~5 minutes)
a. Brief introduction of presenters, background
b. If appropriate, the introduction of participants
c. Session objectives and outcomes
Participants will:
- Explore the United Nations’ Sustainable Development Goals (SDG) by
- Identify an SDG of interest
- Analyze how SDGs could integrate into their curriculum/instruction/assessment
- Use Artificial Intelligence tools (i.e. ChatGPT or Magicschool.ai) to generate:
- Ideas for pedagogical strategies about using the SDG to support instruction of the content-standard
- Ideas for educational technology tools that would support the identified pedagogical strategies
- Assess technology tools’ (e.g. AI, AR/VR) relevance for their context
- Use Common Sense Apps & Website Reviews or a review of the Terms of Service to conduct an initial screening of the selected educational technology tool, including privacy
- Create a simple backward design lesson overview for their context that relates to SDGs
2. Overview and relevance of the United Nations Sustainable Development Goals (~10 minutes).
a. Task participants to “Take note of SDG that grabs your attention”
3. Pose question: Why work with PSTs around this topic? (5 minutes).
a. Interactive portion, solicit feedback and ideas from the audience
4. Resource dump (20 minutes)
a. Device-based activities
i. Share all the processes, documents, and thinking that went into the project.
ii. Visualize the unit as a wide funnel that starts with big-picture concerns and gradually moves towards specific context/content considerations
iii. Opportunity to explore SDGs, tech tools, and AI prompts
5. Presentation of our case (10 minutes)
a. Share our story
i. Build off the resource dump above, elaborate on projects, and share examples (i.e., flip student testimonials or reflections, student-made projects)
b. Frame using backward design model
6. Discussion, Q&A, Conclusion (Whatever is left?)
a. Craft a simple backward design lesson including the UN SDG that grabbed attention from above
b. Possibilities to Stay Connected: ISTE connect - Teacher Education track/group or
ISTE loop cohort
Al-Thani, W. A., Ari, I., & Koç, M. (2021). Education as a critical factor of sustainability: Case study in Qatar from the teachers’ development perspective. Sustainability, 13(20), 11525.
Almazroa, H., Alotaibi, W., & Alrwaythi, E. (2022). Sustainable Development Goals and Future-Oriented Teacher Education Programs. IEEE Transactions on Engineering Management.
Antonenko, P. & Abramowitz, B. (2023). In-service teachers’ (mis)conceptions of artificial intelligence in K-12 science education, Journal of Research on
Technology in Education, 55:1, 64-78, DOI: 10.1080/15391523.2022.2119450
Bano, N., & Hina, K. (2020). Inclusion of Global Citizenship Education and Sustainable Development in Pre-Service Curriculum: A Perspective Study. International Journal of Innovation in Teaching and Learning (IJITL), 6(2), 95-112
Chin, C. K., Munip, H., Miyadera, R., Thoe, N. K., Ch’ng, Y. S., & Promsing, N. (2018). Promoting education for sustainable development in teacher education integrating blended learning and digital tools: An evaluation with exemplary cases. Eurasia Journal of Mathematics, Science and Technology Education, 15(1), em1653.
del Carmen Pegalajar-Palomino, M., Burgos-García, A., & Martinez-Valdivia, E. (2021). What does education for sustainable development offer in initial teacher training? A systematic review. Journal of Teacher Education for Sustainability, 23(1), 99-114.
Humble, N., & Mozelius, P. (2022). The threat, hype, and promise of artificial intelligence in education. Discover Artificial Intelligence, 2(1), 22.
Kwee, C. T. T. (2021). I want to teach sustainable development in my English classroom: A case study of incorporating sustainable development goals in English teaching. Sustainability, 13(8), 4195.
Rad, D., Redeş, A., Roman, A., Ignat, S., Lile, R., Demeter, E., ... & Rad, G. (2022). Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—A scoping review. Frontiers in Psychology, 13, 955833.
United Nations. (n.d.). The 17 goals | sustainable development. United Nations. https://sdgs.un.org/goals
Wiggins, G., & McTighe, J. (2005) Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development ASCD
Yau, K. W., Chai, C. S., Chiu, T. K., Meng, H., King, I., & Yam, Y. (2023). A phenomenographic approach on teacher conceptions of teaching Artificial Intelligence (AI) in K-12 schools. Education and Information Technologies, 28(1), 1041-1064.
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