Hakusanroku Journal 白山麓ジャーナル

June 27, 2018 Visitors from Hong Kong.

On Tuesday, we had some guests from Hong Kong. 30 students from HKCWC Fung Yiu King Memorial Secondary School visited ICT Hakusanroku Campus as a part of their school trip. Students of both schools broke up into fourteen teams to play the SDGs card game.

The SDGs (sustainable development goals) are a set of seventeen goals agreed upon by all 193 nations of the UN to make a better and sustainable world by 2030. They include goals not only focused on developing countries such as “no poverty” and “zero hunger”, but also goals targeting social needs in developed countries and the environment. The SDGs card game is designed to give the players the experience of developing the world.

In the SDGs card game, each group is given a primary goal, specific smaller goals, and money and time cards. Primary goals are general goals such as “make a lot of money” or “live a leisure life.” Specific goals are goals such as “build a highway” or “set a limit to fish taken each year.” They require money and time to complete and reward a different amount of money and time. When completed, each goal effects the world parameter, which is shown on the whiteboard in ratings of environment, society and industry. The goal of the game is for each group to complete goals and negotiate with other groups to trade cards to fulfil their primary goal and develop the world.

Most groups had two Hong Kong students and one ICT student, and were very shy at first. English was not their primary language and they had only just met each other five minutes ago. However, this ceased to be a concern as soon as the game began. There were students discussing their next move, rushing to complete their goal and receive the rewards, and negotiating vigorously. When the dust settled at half time and everyone looked at the world parameter, our jaws dropped. The world that had started at an even four points each for environment, society and industry, was now one point each for environment and society, and eighteen points for industry. We had reproduced the Industrial Revolution!

The instructor explained that the world we had created probably had horrible child labor and species going extinct every year. Each group had taken the most profitable actions and this world was the result. The second half was our test if we could bring the world back. The results are as you can see in the picture. Although we could not reach even, the environment and society improved compared to the first half. During reflection, several students said that they tried to improve the society and environment, but could not always find the sufficient money, time, or goals. Other students complained that the objective of the game was difficult to understand. I think this is interestingly similar to the world we live in today.

I asked the instructor about the results later and she explained that this is how the game commonly plays out. I was surprised how well it replicated the real world, especially for an educational game. There were groups with skillful players who fulfilled their goals in no time while other group struggled to negotiate and were casted aside. It seemed like a miniature version of the real world like the book “If the world were a village of 100 people.” The moment at halftime of “oh my god” was my favorite and I hope it remains in the students memory that provokes them to become conscious and take action to create a better world.










HOMECampus LifeHakusanroku JournalED EducationJune 27, 2018 Visitors from Hong Kong.