Can you briefly explain what the Inner Development Goals are and provide some context on your projects related to the IDGs? 
Belle: "The Inner Development Goals (IDGs) encompass 23 skills and attitudes, divided into five dimensions, that are essential for society to achieve the Sustainable Development Goals (SDGs). This framework was established by a Swedish non-profit organisation, in collaboration with scientists from around the world. Under the slogan From Inner Growth to Outer Change, the IDG organisation emphasises how personal development is crucial for sustainable development. 

Personal development centres on enhancing self-awareness, emotional intelligence, and social skills. This leads to improved relationships and a shift from personal gain toward societal impact, creating a collective drive to adapt systems and structures. Large-scale collaboration makes a meaningful contribution to society possible. 

Our Transition Makers Toolbox, a collaborative project between the IIS and the EWUU alliance, is a website with educational resources based on the IDG framework. These resources are available for teachers to help students develop the essential skills and attitudes needed to stimulate societal change.” 

Ilja: “With Empowered Minds, we integrate affective education, which promotes personal development, with a learning trajectory across 14 UvA degree programmes and a university-wide elective course, using the IDGs and the Toolbox. As a result, students are better equipped to understand complex societal challenges and develop effective solutions.” 

What were your expectations of the Summit, and how did the experience fulfil or change them? 
Jasper: “After hearing experiences from colleagues who attended last year, I expected a lot of spectacle and inspiring speakers with a slightly esoteric touch. The first day lived up to that expectation: there were many inspiring stories, interspersed with performances by artists, audience participation, and panel discussions.”

Jasper continues: “I was also hoping for a strong focus on education, given that there was an education track on the second day, which wasn’t the case last year. Unfortunately, we didn’t get a slot for a Transition Makers Toolbox workshop within that special track. However, shortly before the event, we managed to secure a spot at the UnConference, the day before the Summit started, where we were able to present our project to a smaller but very engaged audience.” 

Belle: “Compared to last year, I found there was still (too) few tangible results shown from applying the IDGs in the ‘real’ world. It mostly consisted of inspiring speeches and big ideals, while I had hoped for concrete examples or practical tips. However, it was heartening to feel a strong sense of connection among so many people working toward the same goal. One speaker put it beautifully: ‘Small islands of coherence in a sea of chaos can shift the whole system to a higher order.’ The idea of institutionalising the IDGs is to work from individuals to organisations, to systems, to society.” 

Which specific sessions or speakers stood out to you? 
Jasper: “The speakers who left a lasting impression were Chen Alon & Rana Salman from “Combatants for Peace”. They shared their personal story of connecting with the enemy. As an Israeli and a Palestinian, they strive to overcome hatred by staying in dialogue. The difficulty of this effort was palpable in the room. After they finished, there was an overwhelming, prolonged standing ovation. It was an inspiring example for everyone facing smaller personal challenges on the path to a better world.” 

There were also valuable contributions from Emma Stenström, Jennifer Garvey Berger, Paul Mbikayi, Tho Ha Vinh and Jan Artem Henriksson: 

• Emma Stenström discussed “bubble hopping”, the idea of connecting with people outside one’s ‘bubble’ to develop new perspectives: “Approach with curiosity...lean forward.” 

• Jennifer Garvey Berger highlighted love and genuine engagement as the foundation for collaboration: “Genuine positive regard is needed before we can collaborate.” 

• Paul Mbikayi shared a saying from Mali – “you can’t shave the head of someone who isn’t there” – to stress the importance of involving those who couldn’t be present, such as individuals from the Global South. To truly connect, you need to reach and understand people, even when you don’t share the same language: “It’s a leadership responsibility to find out how others want to be seen.” 

• Tho Ha Vinh shared his holistic approach to happiness, which he views as a skill that can be learned: “Knowing how to live in harmony with and caring for ourselves, others, and the planet.” 

• Jan Artem Henriksson spoke vulnerably about his shame of being a native Russian-speaking Ukrainian and advocated for creating a “Brave Space instead of a Safe Space”- a concept that is also applicable in education. 

What were the most notable insights or ideas you gained during the Summit, and how can colleagues benefit from these? 
Jasper: “What struck me most is that many people, within and outside of education, are looking for practical tools. Everyone agreed on the necessity of focusing on personal development to achieve the SDGs, but implementing it is a different story. That’s why I think the Toolbox is an important project, providing practical tools for educators to support affective learning and societal transitions.” 

Belle: “Day three was dedicated to integration and networking. In a large open space, we had the opportunity to connect with other participants, introduce our Inner Development Conversation Starters, and give a short presentation on our approach to implementing the IDGs in education using the Transition Makers Toolbox.” 

Jasper: “I also observed that interpretations of the IDGs vary greatly. Some interpretations tend to be more esoteric and sometimes seem to diverge from science. From our position, it’s essential to emphasise the importance of affective learning and societal transitions. The IDG framework provides us with a solid framework, but it isn’t an end goal in itself.” 

Ilja: “Aside from the lack of practical examples of implementing the IDGs, I saw inspiring examples of openness toward others and fostering constructive confrontations instead of merely safe, conflict-free interactions. This principle can also help us create a learning environment where students feel free to share ideas and concerns, while treating each other with respect. 

Additionally, there was an emphasis on demonstrating ‘personal vulnerability’ in leadership. Leaders who dare to share their insecurities build stronger and more authentic connections within their teams. This is something we, as a university, could adopt to strengthen trust and improve our collaborative dynamics.” 

More information 

• Interested in watching sessions from Day 1? They are available on the IDG Summit platform. 

• Explore the Transition Makers Toolbox, developed in co-creation with educators and developers from 10 higher education institutions. 

• Would you like to encourage personal development within education? Use the Inner Development Conversation Starters, created by the Toolbox team, to spark inspiring conversations. 

• The summary of the IDG framework provides more background information.