Teaching Sustainable Development Goals Through Collaborative Tandem Learning in a Post-COVID-19 Era

Abstract

The objective of this chapter was to prioritize student tandem learning by studying about Sustainable Development Goals (SDGs) while providing opportunities for increased levels of heutagogical learning. The study was carried out through collaborative, trilateral classrooms at two language universities based in Japan and Taiwan. Three instructors were involved in the project and, as teachers and global citizens, believed that their students would benefit from communication in a shared common language (English as a lingua franca, ELF). Students were shown how to actively participate in society, taught how to be empathetic and compassionate, and finally encouraged to take action in both local and global situations. After completing a pretest to gauge students’ overall knowledge of the 17 SDGs, the authors assisted in broadening understanding of the three main SDG areas – economic development, social equity and justice, and protection of the environment. This research focused on two major questions: first, which SDG do students consider as the preeminent goals in their respective country? And second, which goals could students personally take steps to improve over the next 4 years? The project commenced in the autumn semester of 2020 and concluded in the middle of June during the spring semester of 2021. It was separated into two distinct units, both lasting 5 weeks in duration, with tasks being carried out on a weekly basis. A posttest was provided at the end to judge overall understanding of the materials in the course.