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Hi Shane, I really enjoyed reading your post. You made a great point about how rural children, especially those from farming families, can see the direct impact of climate change in their everyday lives. This real-world connection is so powerful for helping them understand global issues. I also liked your suggestion of using student-led projects and community interviews to link Development Education with SSE—it’s such an engaging and inclusive approach. Having a Green Schools Committee and using Croke Park hours for staff collaboration is a great way to embed sustainability into the whole-school ethos.
I chose SDG 13: Climate Action, as climate change affects children both locally and globally—impacting their health, food security, education, and future livelihoods. In Ireland, children may already notice changes in weather patterns, flooding, or loss of biodiversity. Globally, young people in the Global South are disproportionately affected by drought, displacement, and natural disasters.
To encourage students to take action, I would begin with a local audit of our school’s environmental footprint, then co-create an action plan—such as starting a “green team,” reducing energy use, or planting pollinator-friendly gardens. Linking with schools abroad through projects like the Global Schools Programme could broaden their understanding of global impacts and solidarity.
Using project-based learning, students would research climate issues, engage with guest speakers, and campaign for greener choices in their community. This hands-on, inclusive approach empowers students and aligns directly with Priority Action Area 5: Accelerating Local Level Actions of the ESD to 2030 roadmap.
Hi Orlaith, I completely agree with your points. Gender stereotypes, especially those introduced early in life, can have a powerful and lasting impact on children’s confidence and career choices. Your example from the P.E. lesson really highlights how these attitudes can influence peer interactions and create divisions. I love your suggestions for using drama and project work to challenge these ideas—role reversal activities and researching role models are great ways to encourage empathy and open-mindedness. Development Education truly offers creative and effective tools to break down these limiting beliefs and foster a more inclusive, respectful classroom culture.
Even at a young age, children begin to absorb and reflect the gender stereotypes they encounter at home, in media, and in wider society. In my own classroom, I once noticed a group of Senior Infants deciding roles for a pretend-play. One boy said, “I can’t be the baby’s daddy because I don’t know how to change nappies!” while another insisted that only girls could change the nappies. This reflected narrow ideas about gender roles that they’d already internalised.
Development Education methodologies offer meaningful ways to challenge these stereotypes. Through storytelling, drama, group discussions, and picture books that showcase diverse role models, we can prompt students to think critically about the messages they receive. For example, reading stories where male characters show empathy or women take on leadership roles can help widen their understanding of what’s possible. Development Education encourages inclusivity, respect, and equity—essential values in helping children imagine a more just and equal world from an early age.
Hi Lina, I completely agree with your thoughtful reflection. You’ve captured the essence of Development Education perfectly—it’s not just about knowledge, but about fostering empathy, agency, and a deep understanding of global interdependence. I especially like your emphasis on integrating it across the curriculum and linking it to SSE. Using real-world case studies and project-based learning makes these issues real and relatable for students. Your approach to encouraging whole-school planning is both practical and inspiring. When development education is part of a school’s ethos, it can truly shape a generation of informed, compassionate, and active global citizens.
Ehigie (2021) highlights the increasingly vital role of global citizenship in our interconnected world, where climate change, inequality, and social justice issues transcend borders. Development Education empowers learners to understand these global challenges critically, recognise their interdependence, and take informed action. In light of this, Development Education is not an optional extra—it is essential for preparing young people to be active, responsible global citizens.
In my own teaching, I would embed Development Education by linking it to the SPHE, SESE, and English curricula. For example, using storybooks that highlight social justice themes, exploring case studies on climate action, or initiating classroom debates on global inequality. I would encourage colleagues to collaborate on cross-curricular projects such as Fairtrade Fortnight or climate awareness weeks. Whole-school approaches like these make Development Education visible and meaningful, while also creating a shared vision for change.
