Think like a President

Project Report

Think like a President

Report by:

Aninakwah Vera Yeboah

December 1, 2025

Citation

Quansah, S., Asante, V., Aninakwah, V. Y., Debrah, A. B., & Nsiah, N. A. A. (2023)

Abstract

This project explored a participatory learning model through an activity titled “Think Like a President”, where 68 learners (50% male, 50% female), aged 7–15, engaged as co-researchers and co-designers to solve real-world problems using the Sustainable Development Goals (SDGs). Assigned different African countries, learners identified pressing challenges, selected a relevant SDG, and collaboratively co-designed development strategies rooted in SDG 17 – Partnerships for the Goals.

Learners took on active roles as national leaders, designers of change, and policy visionaries. Through participatory design, learners localized global issues, imagined innovative partnerships, and presented their solutions at a simulated Global Leaders Summit.

This approach was grounded in constructivist theory (Piaget) and social constructivism (Vygotsky), positioning learners as agents of their own meaning-making, while also aligning with critical pedagogy (Freire) by engaging them in authentic, socially-relevant problem solving.
By shifting learning from content consumption to creative co-design, this project fostered agency, systems thinking, and a stronger sense of civic identity.

1.0 Introduction

“Think Like a President” reimagined leadership and learning by inviting learners to take on real-world roles as national leaders tackling development challenges through the lens of the SDGs. The activity emphasized SDG 17 – Partnerships for the Goals, framing partnerships not just as content to be studied but as designable, adaptable tools that learners could critically apply.

Treating learners as co-researchers and designers, this approach encouraged deep inquiry, collaboration, and civic imagination. It aligned with the principles of participatory design, where learners help shape outcomes, learning processes and tools used to get there.

2.0 Method

2.1 Learners

Total learners: 68
Gender representation: 34 males (50%), 34 females (50%)
Age range: 7–15 years

2.2 Mode of Delivery

Virtual Live Sessions
- Introduced learners to the SDGs and facilitated real-time discussions
In-Person Sessions
- Enabled hands-on use of printed materials
- Learners conducted digital research on their assigned countries and connected these contexts to relevant SDGs

3.0 Results

3.1 Learning Outcomes

Learners demonstrated growth in several key areas:

Agency and Co-Creation with SDG Tools
Learners were empowered to take initiative and co-create solutions using SDG-aligned tools. This reflected Constructivist Theory (Piaget, Vygotsky), where learners actively constructed knowledge through exploration, and Critical Pedagogy (Freire), which emphasized learning as a tool for social change.
Empathy and Global-Local Awareness
Learners developed empathy by relating global challenges to their local context. This aligned with Social-Emotional Learning (SEL) frameworks (CASEL) and Culturally Responsive Pedagogy (Ladson-Billings), which emphasized connecting learning to students’ lived experiences and emotions.
Ownership and Identity as Global Citizens
By engaging in meaningful projects, learners saw themselves as active contributors to society. This echoed Transformative Learning Theory (Mezirow), where learners critically reflected on their role in the world, and Identity Development Theory (Erikson), which supported the formation of global citizenship identity.
Participatory Design and Systems Thinking
Learners collaborated through iterative processes to understand complex systems and design solutions. This is connected with Design Thinking in Education (IDEO, Stanford d.school) and Systems Thinking Theory (Senge), promoting problem-solving, empathy, and interconnected reasoning.

3.2 Project Activities

Explore the SDGs

Posters, videos, and guided discussions introduced the 17 Global Goals
Visual and audio tools promoted accessibility across different learning styles

https://globalgoals.org/goals/

Adopt a Country

Each learner was assigned an African country (e.g., Ghana, Nigeria, Gabon)
They researched their country’s social, economic, and environmental challenges

Select an SDG & Design a Strategy

Learners chose an SDG relevant to their country’s challenges
They mapped out action plans involving global and local partnerships (aligned with SDG 17)

Present at a Simulated Global Leaders Summit

Learners role-played world leaders, presenting their countries’ problems and partnership-based solutions

3.3 Materials Used

Sustainable Development Goal Posters
A4 paper, markers, pencils, sticky notes
Laptops and Internet access for digital research

4.0 Discussion

4.1 Impact of Learning Activities

Confidence and Voice:
Learners gained confidence in presenting their ideas and leading team discussions. They communicated their strategies clearly and took ownership of their work.

Global Competence:
Learners showed an understanding of global challenges and how they manifest locally. By researching issues in their assigned African countries, they demonstrated awareness of how problems in one part of the world can affect other parts.

Ownership and Purpose:
Learners expressed pride in designing actionable plans that reflected empathy, civic responsibility, and a desire to make meaningful change in their assigned countries.

Empathy and Agency:
Becoming co-creators of their learning experiences, learners moved from passive recipients to active problem-solvers.

Purposeful Learning:
Learners saw learning not just as schoolwork, but as a way to make life better for people in their communities and beyond.

5.0 Feedback and Reflections

This project validated the idea that design-based learning is more than an instructional method, it’s a civic practice. Learners didn’t wait to be told what to do. Instead, they led with curiosity, designed with purpose, and shared ideas to address the issue of the assigned country.

The SDGs became thinking tools and building blocks, shaped by the learners’ perspectives, research, and collaboration. This approach echoes Seymour Papert’s constructionism, where learning happens most powerfully when learners are actively making meaningful artifacts.

6.0 Challenges Faced

Limited prior knowledge of some African countries required additional support
Short activity timeline reduced opportunities for iteration and refinement
Unstable internet connectivity adversely affected the flow of the sessions.

7.0 Conclusion

“Think Like a President” affirmed that learners, when positioned as co-researchers and designers, are capable of engaging deeply with global challenges and designing imaginative solutions.

This participatory approach transforms learning from transmission to transformation, anchoring it in empathy, agency, and civic identity. It offers a scalable model for inclusive, SDG-centered education rooted in child leadership and co-design.

8.0 Contributors

Sam Quansah – Principal Investigator & Curriculum Designer & Curriculum Designer
Vera Yeboah Aninakwah – Lead Facilitator & Code Developer
Nana Adwoa Nsiah – Instructional Facilitator
Victor Ofori Asante – Instructional Facilitator

9.0 References

United Nations Sustainable Development Goals – https://sdgs.un.org/goals
Vygotsky, L. S. (1978). Mind in Society
Micro:bit SDG Learning Resources – https://microbit.org/projects/sdg/

Project Report