IDGs: Inner Development Goals

Cultivating our inner life and developing and deepening our relationship to our thoughts, feelings and body help us be present, intentional and non-reactive when we face complexity.

This enables young people to make conscious decisions, motivate themselves and pursue long-term goals in terms of sustainable development. In particular, this supports young people in achieving goals such as "Quality Education" (SDG 4) and "Good Health and Well-being" (SDG 3), as increased self-awareness and a conscious presence are fundamental prerequisites for learning and personal well-being.

Subgoals:
1.1 Inner compass: Having a deeply felt sense of responsibility and commitment to values and purposes relating to the good of the whole.
1.2 Integrity and authenticity: A commitment and ability to act with sincerity, honesty and integrity.
1.3 Openness and willingness to learn: Having a basic mindset of curiosity and a willingness to be vulnerable and embrace change & grow.
1.4 Self-awareness: Ability to be in reflective contact with own thoughts,feelings and desires; having a realistic self-image & ability to regulate oneself.
1.5 Presence: Ability to be in the here and now, without judgement & in a state of open-ended presence.

Developing our cognitive skills by taking different perspectives, evaluating information and making sense of the world as an interconnected whole is essential for wise decision-making.

Young people in particular benefit from the promotion of these skills, as they enable them to develop innovative solutions to challenges such as "climate change" (SDG 13) and "sustainable cities" (SDG 11). Role models support young people by showing how creative thinking can contribute to solving sustainability challenges.

Subgoals:
2.1 Critical thinking: Ability to critically examine the validity of views, evidence and plans.
2.2 Awareness of complexity: Understanding of and ability to deal with complex and systemic conditions and causal relationships.
2.3 Perspective-taking skills: Ability to search for, understand and actively use insights from different perspectives.
2.4 Sense-making: Ability to recognize patterns, structure the unknown and consciously shape stories.
2.5 Long-term orientation and vision: Long-term orientation and the ability to formulate and maintain visions in relation to the wider context.

Appreciating, caring for and feeling connected to others, such as neighbors, future generations or the biosphere, helps us create more just and sustainable systems and societies for everyone.

These fundamental values give rise to important social skills that are crucial for working effectively in teams and successfully implementing projects to promote "gender equality" (SDG 5) and "fewer inequalities" (SDG 10). Young people in particular benefit from the promotion of these skills. Using concrete examples, they learn how successful collaboration and good communication contribute significantly to the success of a project.

Subgoals:
3.1 Appreciation: Approaching others and the world with a basic sense of appreciation, gratitude and joy.
3.2 Connectedness: A strong sense of being connected to and/or part of a larger whole, such as a community, humanity or a global ecosystem.
3.3 Humility: Being able to act in accordance with the needs of the situation without worrying about one's own importance.
3.4 Empathy and compassion: The ability to treat others, oneself and nature with kindness, empathy and compassion and to cope with the associated suffering.

To make progress on shared concerns, we need to develop our abilities to include, hold space and communicate with stakeholders with different values, skills and competencies.

This empowers young people to build strong networks and work together to achieve important goals such as"affordable and clean energy" (SDG 7) and "decent work" (SDG 8). Institutional role models help young people by providing concrete examples of how successful collaboration can contribute to important progress.

Subgoals:
4.1 Communication skills: Ability to genuinely listen to others, foster genuine dialog, skillfully express one's opinions, constructively resolve conflicts, and adapt communication to diverse groups.
4.2 Co-creation skills: Skills and motivation to build, develop and facilitate collaborative relationships with diverse stakeholders, characterized by psychological safety and genuine co-creation.
4.3 Inclusive mindset and intercultural competence: willingness and competence to embrace diversity and include people and collectives with different views and backgrounds.
4.4 Trust: Ability to demonstrate trust and build and maintain trusting relationships.
4.5 Mobilization skills: Ability to inspire and mobilize others to work towards common goals.

Qualities such as courage and optimism help us acquire true agency, break old patterns, generate original ideas and act with persistence in uncertain times.

Young people are thus empowered to take active measures and implement projects that make a concrete contribution to achieving the sustainability goals, for example in the collection of plastic waste (SDG 14) and the promotion of sustainable production methods (SDG 12). Inspiring success stories from activists and organizations show young people how they can take responsibility themselves and bring about sustainable change.

Subgoals:
5.1 Courage: The ability to stand up for values, make decisions, act decisively and, when necessary, challenge and disrupt existing structures and views.
5.2 Creativity: The ability to generate original ideas, be innovative and willing to break conventional patterns.
5.3 Optimism: The ability to maintain and communicate a sense of hope, a positive attitude and confidence in the possibility of meaningful change.
5.4 Perseverance: The Ability to maintain commitment and to remain determined and patient even when efforts take a long time to bear fruit.