2026 | SDG Research Forum – Real Talk with Experts
From Himalayan classrooms to global aerospace opportunities: Connecting STEM education, sustainable development, climate action and international collaboration.
In a significant opportunity for international academic dialogue, Dr. Ramesh Prasad Badoni, IT Lecturer and Physics Educator, State Council of Educational Research and Training (SCERT), Uttarakhand, India, participated as an invited panelist in the international webinar “SDG Research Forum – Real Talk with Experts,” organised by Elegant Empire Education International on 7 October 2026.
The webinar, themed “Powering a Brighter Sustainable Future Towards 2030,” brought together education experts to discuss the role of aerospace education in achieving the United Nations Sustainable Development Goals (SDGs) and expanding career opportunities worldwide.
The discussion particularly focused on SDG 4 (Quality Education), SDG 9 (Industry, Innovation and Infrastructure), SDG 11 (Sustainable Cities and Communities), SDG 13 (Climate Action), and SDG 17 (Partnerships for the Goals).
International Experts and Panel Discussion
The international forum featured:
Amb. Prof. Dr. Esther Mala – CEO and Project Director, Elegant Empire Education International
Asst. Prof. Dr. Anjum Qureshi – Project Leader
Ramesh Prasad Badoni – Panelist, IT Lecturer and Physics Educator, SCERT Uttarakhand, India
The programme was scheduled from 7:00 PM to 7:40 PM IST and promoted through the organiser's Facebook, Instagram and TikTok platforms.
During the expert discussion, Dr. Badoni responded to five important questions exploring the relationship between aerospace education, sustainable development, technological innovation and future employment.
1. Aerospace Education as a Gateway to Quality Education and Innovation
Addressing the first question, Dr. Badoni emphasised that aerospace education should not be limited to preparing astronauts, pilots or aerospace engineers.
Instead, it should be understood as an interdisciplinary educational approach that develops scientific thinking, creativity, problem-solving, computational skills and innovation.
He explained that aerospace education naturally integrates physics, mathematics, artificial intelligence, robotics, coding, electronics and engineering.
For developing countries such as India, introducing aerospace concepts through school-level STEM activities, digital simulations, low-cost experiments and innovation challenges can strengthen scientific literacy and contribute to SDG 4 and SDG 9.
He highlighted that students from remote and rural areas must also have opportunities to explore emerging technologies and imagine careers in the global aerospace sector.
2. Satellite Technology and Earth Observation for Climate Action
Responding to the question on climate action, Dr. Badoni highlighted the importance of satellite technology, remote sensing, Geographic Information Systems (GIS) and artificial intelligence in addressing environmental challenges.
He explained how Earth observation technologies support the monitoring of:
Forest fires, floods, landslides and natural disasters
Glacier retreat and changing Himalayan ecosystems
Agricultural productivity and water resources
Urban development, pollution and environmental sustainability
Referring to the geographical conditions of Uttarakhand, he emphasised that the Himalayan region provides meaningful opportunities for students to connect satellite-based scientific information with local environmental challenges.
He further stressed that satellite data becomes valuable when students and communities acquire the knowledge to interpret it and translate findings into practical solutions.
This approach directly supports SDG 13 – Climate Action and contributes to building resilient communities under SDG 11.
3. Democratising Aerospace Careers for Students Worldwide
During the discussion on global career opportunities, Dr. Badoni observed that aerospace careers are no longer confined to traditional space agencies or a limited number of technologically advanced nations.
The expanding aerospace ecosystem offers opportunities in satellite data analytics, drone technology, cybersecurity, artificial intelligence, aviation management, software development, electronics, environmental monitoring and aerospace research.
He advocated the wider availability of international MOOCs, open educational resources, virtual laboratories, scholarships, mentoring programmes and collaborative research opportunities.
Special emphasis was placed on providing equitable access to girls, rural learners, economically disadvantaged students and young innovators from developing countries.
His central message was that talent exists everywhere, but educational systems must ensure that opportunities also reach everywhere.
4. Preparing Students for NewSpace and Green Aviation Careers
On the question of industry–academia alignment, Dr. Badoni highlighted the need to transform conventional STEM education into interdisciplinary, skill-oriented and project-based learning.
He explained that future aerospace professionals will require expertise extending beyond traditional engineering disciplines.
Emerging areas include sustainable aviation fuels, electric and hybrid propulsion, space debris management, satellite sustainability, AI-based automation, robotics, data science and entrepreneurship.
He suggested that educational institutions strengthen collaboration with industry through internships, research projects, hackathons, innovation laboratories and startup mentoring.
Such reforms can help students develop the competencies required for emerging careers while promoting environmentally responsible technological development.
5. Global Partnerships to Accelerate the SDGs by 2030
Addressing the final question, Dr. Badoni emphasised the importance of SDG 17 in building meaningful partnerships among governments, universities, schools, aerospace industries and international organisations.
He suggested that global collaboration should prioritise teacher capacity building, shared digital learning resources, affordable laboratories, student innovation challenges and joint research projects.
He particularly emphasised the multiplier effect of teacher professional development: a well-trained teacher can inspire generations of students and create long-term educational impact.
He also highlighted the importance of partnerships that connect advanced research institutions with schools in underserved communities, ensuring that aerospace education becomes accessible rather than exclusive.
SCERT Uttarakhand's STEM and Digital Education Initiatives Presented as Relevant Models
An important dimension of Dr. Badoni's contribution was connecting the international discussion with practical educational initiatives undertaken by SCERT Uttarakhand.
The following state-level programmes provide relevant examples of how digital education, teacher professional development and student innovation can support broader STEM and aerospace learning.
From Uttarakhand to the World: A Vision for Aerospace Education
The international discussion reinforced an important educational perspective: aerospace education should not remain restricted to specialised universities and advanced research laboratories.
It can begin in schools through curiosity-driven science experiments, model aircraft, coding activities, weather-data analysis, satellite imagery, robotics and student innovation projects.
For a mountainous state such as Uttarakhand, connecting aerospace learning with disaster resilience, environmental monitoring, remote connectivity and sustainable development can make STEM education especially meaningful.
Badoni advocated a future in which schools, teacher education institutions, universities and international partners collaborate to make aerospace learning accessible, affordable and relevant to local needs.
This vision is consistent with the United Nations' 2030 Agenda, which emphasises inclusive education, innovation, climate resilience and global cooperation.
Ramesh Prasad Badoni expressed his appreciation to Amb. Prof. Dr. Esther Mala, Asst. Prof. Dr. Anjum Qureshi and the Elegant Empire Education International team for providing an international platform for meaningful academic discussion.
He also acknowledged the importance of such forums in connecting educators from different countries, exchanging innovative practices and strengthening cooperation toward sustainable development.
The participation provided an opportunity to share educational perspectives from India and highlight the potential of SCERT Uttarakhand's digital education and innovation initiatives as reference models for wider STEM capacity building.
Aerospace Education for a Sustainable Future
The webinar concluded with a strong message that aerospace education is not simply about exploring the universe. It is also about developing the knowledge, skills and technologies required to address challenges on Earth.
By connecting aerospace education with school-level STEM learning, climate science, teacher training, entrepreneurship and international partnerships, educational institutions can help prepare a new generation of innovators.
"Aerospace education is not only about reaching space; it is about using science, innovation and technology to improve life on Earth. Every child, whether studying in a metropolitan city or a remote Himalayan village, deserves the opportunity to explore, innovate and contribute to a sustainable future."