SDGs Design
International Awards 2022​

The Bus of Opportunities operates in the region of Changthang in Ladakh and provides a mobile educational service every weekend. Changthang is a region with a harsh climate, so the buses are uniquely designed with wool insulation to suit these climatic conditions and operate throughout the year.
Each weekend, students board the bus and travel to different parts of Changthang to learn about their land, geographically, politically, economically, and culturally. There is a lack of awareness of the opportunities in their own community due to the frequent migration to seek better education. Therefore, the bus serves as a traveling educational medium, helping students identify problems, develop problem-solving and design thinking skills, foster entrepreneurship, and come up with an "idea bank" to develop their own land.
Trained facilitators will also be on board the bus to guide students in raising their awareness. As a result, students' curiosity will be piqued, their knowledge of their land and design perspectives will be developed, and their will to create economically and environmentally sustainable solutions for their communities will be ignited.
In addition, we envision integrating local experts into this journey. As students learn from local experts, they will have the opportunity to reflect on how Changthang's environmentally and economically sustainable technologies and ability to promote local culture and trade can be beneficial to the people of the region.

The “Education Center for Urban Food Production” was designed to address issues such as food safety and the disappearance of food culture in Tokyo. It is important to provide "education on food production" to urban residents, and thus this center will serve as a facility for food production and education for city dwellers. The proposed site is the site of the Faculty of Agriculture, Hongo Campus of the University of Tokyo in Bunkyo-ku, Tokyo.
The method of "education on food production" is different from the way people generally learn from technical schools or YouTube. This design focuses on providing "education on quality food production" to urban residents through spatial experience.
The "Education Center for Food Production" is formed by elements of food production space: a wet room, farmland, rainwater harvesting pavilion, dry-rolling windows for air circulation, a large chimney, and a food market. The centripetal floor plan leads people from the rooftop farmland to the interior food production and sales space. Urban residents will be educated on how to produce food by experiencing a series of actions: growing, drying, producing, and selling, all while following the "Manual of Food Production" text.

“Safety Training in a Virtual Space” functions as a disaster prevention and safety education program using the Metaverse to find ways to make safety education more interesting and more realistic, exploring ways to make learning easier for everyone around the world.
In recent years, as interest in the metaverse and augmented reality has grown, so has the related technology. Among them is a technology that allows users to enter and leave the virtual space embodied by the link without installing a separate application. It is web streaming technology; this proposal combines this technology with education. “Safety Training in Virtual Space” is an educational program that allows people to connect to a virtual space and directly experience a disaster situation, with settings in place to ensure everyone can view the training. With already existing examples of education using metaverse and augmented reality, there is confidence that this virtual safety training could be implemented.
Our safety education program provides virtual spaces that mimic everyday settings, such as the kitchen, the living room, and the street. In this virtual space, you can receive safety education with the characters "Dodo," "Happy," "Beomee," and "Chamdle. The cute animal characters will make education fun for everyone.

Special-needs classes in elementary and junior high schools divide students into "handicapped" and "able-bodied" groups that do not have many opportunities to interact with each other. Even though each individual is supposed to be different, we have wondered about this distinction. In recent years, efforts to realize an "inclusive society" have been promoted throughout the world, such as "inclusive education." Therefore, we have been considering what is needed to realize a truly inclusive learning environment, and as a result, we proposed the creation of a place called "Art Lab for Everyone."
When art, which does not use language, is viewed as a communication tool between people, people can discover new aspects of themselves through the experience of creating something and expressing themselves in dialogue with others. At the same time, we can learn about the good qualities of others and become aware of our differences. The purpose of this proposal is to realize mutual learning through mutual recognition and the rebuilding of relationships between people.
Specifically, we will hold workshops depicted in the design proposal, and together we will create a work using art as a common language. Since there is no language barrier, everyone can participate in this venue on the same playing field, making it a target for a variety of people, including adults. This leads to the "designing a place of learning for adults that will lead to the revitalization of the community" proposed by Yuko Incorporation.

As a violinist, I came up with a plan, as part of an integrated study class for first-year high school students, to solve plastic waste problem through music.
First-year high school students will be taught about the current state of plastic litter by conducting research on microplastic litter at Kyushu University, a drone survey of marine litter at Saga University, and a marine study at Marine World via an online class. Next, students will physically go to the ocean to clean up and collect plastic trash. The collected trash will be sorted into two categories: trash that can be used as fuel for power generation and trash that can be recycled. The former will be donated, and the latter will be turned into carbon fiber composite material to be used as raw material for 3D printers. At this time, a recycling class by Kyushu Gas will be held.
We will then ask the Tokyo Metropolitan Industrial Technology Research Institute to help us make violins with the 3D printers; one violin will be made for each student. Afterwards, the students will perform a violin concert, record their performance, play it at sea and at Marine World, and conduct an experimental event to see if they can attract dolphins. We will make a video of these events and advertise the record of our activities.

As resources are being depleted, it is important to understand the impact our daily choices have on the environment. One of the most important issues we must address to achieve sustainability is energy conservation.
There are many educational resources available about energy, but they are not easily accessible and may be difficult to understand, making it hard for everyone, especially children and older people, to learn how to use energy in a responsible manner.
To ease the process of learning how to make the best energy choices, we propose an application called "My Energy Tomodachi." This app records energy usage and recommends daily energy conservation practices. Users can enter the type of equipment they are using, the energy source, and the duration of time used to see the overall energy expenditure. Users can also scan images of common household, school, or work items to see how much energy and resources it took to make the item, allowing them to make more environmentally conscious choices in the future.