This was a really interesting video and I would like to find out more about the project if possible. It is clear that through this partnership and the communication model used that the young people were able to create agency within their own lives through solidarity with other young people from across the world, who they might not otherwise have had much in common with or the opportunity to communicate with. 

Through this partnership, dialogues were nurtured, societal perceptions and norms were considered and evaluated and as a result, the participants were able to see and experience how their shared involvement made a real difference to both their own lives and others in the world.

This is an example of a sustainable pedagogy, as through communication and collaboration, young people in a shared cause came together in partnership to share and exchange ideas and experience, which in turn they were able to use to create harmony, empathy and global citizenship and a heightened social awareness within their own communities. 

The young people involved in the QMU-STEKA partnership learned a multitude of valuable lessons. Malawian youth gained significant agency, developing critical thinking, facilitation, and communication skills by leading dialogues and challenging traditional narratives of their country. They learned to articulate their experiences and perspectives on global issues, moving beyond being passive recipients of aid to active educators and advocates for change. This fostered a deeper understanding of their own cultural practices and values through critical self-reflection.

Scottish youth experienced a profound shift in their worldview, moving from a potentially superficial understanding of global development to a nuanced appreciation of interconnectedness and inequality. They learned to critically examine "white saviour" narratives, develop empathy, and understand the complexities of global citizenship. They also gained an understanding of resilience and solidarity, recognizing their role in advocating for positive change.

This project exemplifies sustainable pedagogy in several ways:

Empowerment and Local Ownership: It shifts power dynamics by empowering Malawian youth as facilitators and knowledge producers, reducing dependency on external expertise and fostering local ownership of the learning process.

Contextual Relevance: The curriculum is co-created and directly relevant to the lived experiences and challenges of the participants, addressing real-world issues like SDGs.

Capacity Building: It builds sustainable capacity within the Malawian community by training young people in valuable skills that can be applied beyond the project, such as facilitation and critical analysis.

Challenging Dominant Narratives: By actively deconstructing "white saviourism" and promoting equitable dialogue, it fosters a more just and sustainable approach to international partnerships, moving away from short-term, often disempowering, interventions.

Long-term Impact: The transformative learning experiences for both groups cultivate global citizens who are more likely to engage in sustained efforts for social justice and sustainable development in their own communities and globally