Incorporating the SDGs into conversations about careers

The Sustainable Development Goals (SDGs) are universal calls to action to end poverty, protect the planet and ensure prosperity for all. 

Many students are familiar with the objectives of the SDGs; however, they can also serve as a reference framework for students as they reflect on possible career paths. Using the SDGs shifts their focus from what they want to do to what the world needs. 

This class activity covers all 17 SDGs and can be done with year 10 (ninth grade) students. It encourages students to explore potential career paths and helps them think critically about addressing pressing issues within their communities. 

Through this activity, students improve their analytical, presentation and research skills and think of ways to tackle real-life problems. 

Here's some ways to incorporate the SDGs into your counselling sessions. 

1. Introduce the SDGs

Begin by introducing students to the 17 SDGs using resources from platforms such as the Global Schools Programme. At this stage the aim is to build awareness of sustainability and global issues. Highlight how the goals are interconnected and relevant to all sectors. Encourage students to reflect on the world in which they live and their role in it. This step lays the foundation for meaningful career exploration.

2. Connect to local context and career interests

Guide students to explore their country’s progress toward the SDGs. Encourage them to research national or community efforts related to each goal and identify one SDG that resonates with their interests or lived experience.

Then, link that goal to potential career paths: which careers work directly with or on this SDG? What fields indirectly support it (for example, tech, policy, business, education)? What kinds of skills or experiences will help them contribute to this space? 

Ask questions such as “why this SDG” and “why this problem”. This helps students make intentional choices about subjects, extracurriculars and post-secondary plans. The goal is for students to be aware of the challenges posed by their chosen SDG and what careers could be pursued to target them. 

3. Design an SDG superhero

Ask students to design a superhero version of themselves based on the SDG they’ve chosen. The superhero’s powers must be realistic and achievable - things a student can start doing now or build toward. 

Example: One student focused on SDG 3 (good health and well-being)and created Med Kid, whose powers included promoting vaccines and organising blood donations – actions tied to a future in healthcare.

4. Ask students to create solutions to issues 

Example: one group of students I did this activity with chose to focus on SDG 12 (responsible consumption and production). They noticed how lights, fans and screens were often left on at the end of the day. They created a campaign called “Turn it OFF” and mobilised groups for each block to run through the classrooms and turn off the lights and fans at the end of the day.

Example: Another group of students working on SDG 2 (zero hunger) organised a talent show fundraiser, the proceeds of which were used to start an orchard in a space allocated to the students by the school. 

At maturation, the orchard would be accessible to incoming students for many years. The students created a sustainable impact within the school community that would last long after their graduation. Those students have now gone on to participate positively within their university communities. 

Framing the SDGs through a career lens helps students see that success isn’t just about personal achievement – it’s also about purpose. This process allows them to identify values and passions, explore careers that make an impact and start building a sense of agency and direction. Let the SDGs guide not just classroom discussion but long-term planning and purposeful career growth.