Want to be a lifelong learner? Try a personal curriculum – WBUR

Report on Personal Curricula as a Digital Trend and its Alignment with Sustainable Development Goals

1.0 Executive Summary

A significant trend is emerging on social media platforms, characterized by users creating self-directed “personal curricula” as an alternative to passive content consumption. This report analyzes this development, highlighting its profound alignment with several key United Nations Sustainable Development Goals (SDGs). Based on insights from educator Tehya Nakamura, this trend leverages digital platforms to foster lifelong learning, enhance well-being, and promote responsible digital citizenship, thereby contributing directly to the 2030 Agenda for Sustainable Development.

2.0 Trend Analysis and Core Concepts

The practice involves individuals actively curating educational content on topics of personal or professional interest to create a structured learning path. This initiative directly counters the documented negative effects of “mindless scrolling” on mental health and productivity.

• Primary Driver: A desire for purposeful digital engagement and personal development.
• Key Facilitator: Increased availability of high-quality educational content on diverse platforms.
• Principal Advocate: Educator and historian Tehya Nakamura has identified this as a grassroots movement toward democratizing education.

3.0 Alignment with Sustainable Development Goals (SDGs)

The personal curriculum trend offers a practical, individual-led approach to advancing multiple SDGs. The primary contributions are outlined below:

1. SDG 4: Quality Education
   This trend directly supports Target 4.7 by promoting lifelong learning opportunities for all. It empowers individuals to acquire knowledge and skills for sustainable development, including global citizenship and appreciation of cultural diversity, outside of formal education systems.
2. SDG 3: Good Health and Well-being
   By replacing passive scrolling with active, goal-oriented learning, this practice contributes to Target 3.4, which aims to promote mental health and well-being. Purposeful engagement can reduce anxiety and increase feelings of accomplishment.
3. SDG 8: Decent Work and Economic Growth
   Personal curricula can be tailored to acquire technical and vocational skills relevant to employment and entrepreneurship, aligning with Target 8.6. This self-skilling is crucial for adapting to evolving labor markets.
4. SDG 12: Responsible Consumption and Production
   The trend represents a shift towards more responsible consumption of digital information (Target 12.8). It encourages a conscious choice to engage with content that fosters sustainable lifestyles and human development.

4.0 Recommendations for Implementation

Based on the principles discussed by Tehya Nakamura, individuals can initiate a personal curriculum through the following steps:

• Identify core areas of interest related to personal growth or global challenges like the SDGs.
• Source a variety of materials, including podcasts (e.g., “For the Love of History”), articles, documentaries, and online courses.
• Structure the learning path with clear goals and timelines.
• Engage with online communities to discuss learnings and foster collaborative understanding.

5.0 Conclusion

The rise of personal curricula on social media is more than a passing trend; it is a substantive movement that aligns with the core tenets of the Sustainable Development Goals. It demonstrates a powerful, bottom-up approach to achieving quality education, improving well-being, and fostering a more informed and engaged global citizenry. This development should be recognized and supported as a valuable tool in the collective effort to achieve the 2030 Agenda.

Analysis of the Article in Relation to Sustainable Development Goals

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education
   • The article directly addresses education by discussing a “learning trend,” the creation of a “personal curriculum,” and featuring an “educator,” Tehya Nakamura. The core theme is the promotion of learning and knowledge acquisition as an alternative to “mindless scrolling,” which aligns with SDG 4’s aim to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.7: Ensure all learners acquire knowledge and skills needed to promote sustainable development.
   • The article’s focus on a “personal curriculum” and a history podcast (“For the Love of History”) supports the part of this target related to acquiring knowledge for “global citizenship and appreciation of cultural diversity.” Learning history is fundamental to understanding different cultures and the evolution of global society. The trend described is a form of informal, self-directed education that contributes to this goal.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Implied Indicators for Target 4.7
   • The article does not mention official, quantitative SDG indicators. However, it implies ways to measure progress through qualitative observations.
   • Growth of educational trends on social media: The phrase “A learning trend is taking off on social media” suggests an increase in public engagement with educational content. This trend can be seen as a proxy indicator for the extent to which education for global citizenship and cultural appreciation is being promoted and adopted through modern platforms.
   • Availability of informal educational resources: The existence and promotion of educational podcasts, such as Tehya Nakamura’s “For the Love of History,” serves as an indicator of the availability of accessible resources that help learners acquire knowledge outside of formal education systems.

4. Table of Identified SDGs, Targets, and Indicators

Source: wbur.org