Greening-with-STI Bootcamp

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The SUCN is set to launch the Greening-with-STI Bootcamp, an interactive capacity-building program designed to empower students as the primary agents of change, with the support of other higher education stakeholders. Hosted by SUCN’s leading member universities, this Bootcamp aims to enhance the skills and expertise of participants through a series of training workshops, coaching sessions, and knowledge exchange initiatives. By engaging in these activities, universities will be better equipped to improve the quality and relevance of their education and research, enabling their youth to take on leadership roles in sustainability initiatives.

The Greening-with-STI Bootcamp is a flexible 16-week program tailored for university students and other higher education stakeholders from diverse sectors across the Global South. Participants will explore SDG 13 in relation to SDGs 4, 7, 9, 11, 12, and 17, gaining a comprehensive understanding of sustainable development. Each team, composed of 3-5 young people from diverse disciplinary backgrounds, will be joined by a university professor or researcher and a university manager. Together, they will co-design an STI solution that aligns with their university's mission to address the responsibilities of SDG 13. These technological solutions may target challenges at the institutional, communal, municipal, provincial, or national levels.

Throughout the Bootcamp, participants will benefit from South-South exchanges and workshops, providing opportunities to identify common challenges and develop shared solutions. This collaborative approach will not only strengthen the participants’ capacity to innovate but also foster a deeper commitment to sustainability within their institutions and communities.



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  • Recipients

    Recipients

    Coming from the Global South. Able to communicate and learn in English.Nominated by their university
    Commit to dedicate the necessary time during the 16 weeks of the program to participate in all the activities specified above
    Organized into teams. Each team is formed by 3-5 young people coming from diversified disciplinary backgrounds and one (1) university professor or researcher plus one (1) university manager.

  • Requirements

    Requirements

    Able to communicate and learn in English.  To make the best use of the boot camp, it is suggested to have basic knowledge in the use of digital tools and internet connection.

  • License

  • Accreditation

    • Accreditation

      At the end of the course you will obtain the Diploma of participation issued by UNESCO IESALC and the digital credential that certifies that you have completed the training process.

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  • Contact

    More information: soporte@campusiesalc.org

Competencies

Competencies

  1. Normative competence: the skills to understand and reflect on the norms and values that underlie our actions; and to negotiate the values, principles, objectives and goals of sustainability in a context of conflicts of interest and mutual concessions, uncertain knowledge and contradictions.
  2. Collaborative competence: the skills to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, identify with and be sensitive to others (empathic leadership); to address group conflicts; and to facilitate collaborative and participatory problem solving.
  3. Integrated problem-solving competency: the general ability to apply different problem-solving frameworks to complex sustainability problems and devise equitable solution options that promote sustainable development, integrating the aforementioned competencies.
  4. Self-awareness competence: the ability to reflect on the role that each one has in the local community and in (global) society; to constantly evaluate and promote the actions that one takes; and dealing with personal feelings and desires.

Learning outcomes:

  • Innovative Solution Development: Participants will collaborate to brainstorm and generate a diverse range of creative and innovative green solutions, skillfully applying principles of science, technology, and innovation, while implementing robust documentation and evaluation criteria for each proposed idea.
  • Prototype Creation and Iterative Improvement: Participants will successfully design, construct, and test a working prototype of a chosen solution, participating in iterative refinement processes based on user feedback and practical testing to enhance its effectiveness and user satisfaction.
  • Compelling Communication and Stakeholder Engagement: Participants will develop and deliver a persuasive narrative and documentation for their prototype, demonstrating effective pitching techniques that resonate with stakeholders and potential investors, fostering greater interest and investment in sustainable solutions.
  • Cross-Cultural and Interdisciplinary Collaboration: Participants will learn to appreciate and respect diverse perspectives from different cultures and disciplines, enhancing their capability to work in interdisciplinary teams focused on sustainability challenges.
  • Documenting Impact and Reflection: Participants will systematically document the development process of their prototypes, reflecting on the learning journey, challenges encountered, and the impact of their solutions on sustainability efforts.

Themes

Stage 1: Contextualize and define.

Stage 2: Ideate.

Stage 3: Prototype and test.

Stage 4: Refine and pitch.

Teachers and collaborators

Eliane El Haber

Project Officer, Partnership and UN Liaison Unit, UNESCO IESALC 

My passion is LEARNING. With a background in management, psychology, and education, I have developed a strong foundation in education, mental health, international relations, and youth & students engagement. My professional experience spans management, event planning, and partnerships. I’ve also worked extensively in teaching, training, mentoring, consulting, and research, designing initiatives to equip youth and students with the skills needed to address today’s challenges. My expertise extends to AI, Green Education, Sustainability, Science, Technology, and Innovation (STI), and youth and student engagement, as well as mental health in education and supportive learning environments.In my career, I have been involved in consultation processes, South-South cooperation, advocacy, and dissemination efforts, especially in multilateral and intergovernmental collaborations. I’ve worked with Lebanese and international NGOs, CSOs, and intergovernmental organizations, gaining deep knowledge of global educational policies, mental health frameworks, and sustainable development goals. Additionally, I have participated in various courses, conferences, and workshops on sustainability, human rights, youth and student engagement, innovation, well-being, climate change, gender equality, higher education, and more. These experiences have shaped my passion for fostering positive change across sectors and communities.

Bosen Liu

Head of Partnership and UN Liaison Unit, UNESCO IESALC

Ms. Bosen Lily Liu has been leading consensus-making among multi-stakeholders to promote emerging education agendas and priorities of the United Nations such as transforming higher education, greening higher education, and peace and higher education, establishing innovative partnerships to support improvement efforts on access and quality of higher education, especially leading South-South Cooperation on strategic higher education planning and financing. Prior to this role, she was a donor, a policymaker, an innovator, and a scholar with hands-on experiences in more than 40 countries on themes including but not limited to Education, Climate Action, Innovation, Youth Empowerment, Rights for Equity Deserving Groups, Standardization and Regulations, and Partnerships.

Giulia Ribeiro Barao

International Relations professional, specialized in Latin America and the Caribbean, with a focus on international technical cooperation in education and culture.

Maria Viladegut

Associate Project Officer, Partnership and UN Liaison Unit, UNESCO IESALC

I have worked in projects with a firm global impact, jointly with governments, businesses, and communities to create positive change. I have skills in teamwork, writing, and debate, which I use to communicate effectively, collaborate with diverse stakeholders, and advocate for sustainable solutions. I am motivated by the vision of creating livable, resilient, and inclusive cities that address the global challenges of our time. I believe that I can bring a unique perspective and experience to the team, as well as a curiosity and eagerness to learn from others.

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