Semarang, October 15, 2025 – The Primary School Teacher Education (PGSD) Study Program, Universitas Negeri Semarang (UNNES) reaffirmed its commitment to advancing Sustainable Development Goal 4 (SDG 4: Quality Education) through a Joint Teaching session with The University of Queensland (UQ), Australia.
The event took place on October 15, 2025, as part of the Curriculum Development course for third-semester students (Class of 2024), with the theme “Embedding Inclusive Education in Elementary School Curriculum.” The session featured Dr. Shiralee Poed, a senior lecturer and researcher from the School of Education, The University of Queensland, who is internationally recognized for her work on inclusive education policy and practice.
The activity was attended by PGSD students and course lecturers from UNNES.
During her presentation, Dr. Poed shared insights on how inclusive education is implemented in Australia, both at the policy and classroom practice levels.
She explained that Australian primary schools aim to create learning environments that welcome all children by fostering teacher collaboration, curriculum adaptation, and emotional support for every learner.
According to her, inclusive education should not be confined to infrastructure or cognitive content development but must also prioritize students’ emotional wellbeing and sense of belonging within the school community.
Dr. Poed emphasized that inclusive curriculum design should ensure that every child feels accepted, safe, and empowered to learn at their own pace.
Such an approach, she added, lies at the heart of equitable and sustainable education systems—reflecting the essence of SDG 4: Quality Education and Target 4.5, which promote inclusive and equitable education for all learners.
Course coordinators Dr. Wulan Aulia Azizah, M.Pd. and Petra Kristi Mulyani, Ph.D. highlighted that this collaboration provided valuable cross-cultural learning experiences for students. “Through this session, students gained real examples of how inclusive curricula can support not only academic learning but also students’ emotional wellbeing and social inclusion”, they stated.
This joint teaching session further strengthens the academic collaboration between UNNES and The University of Queensland in teacher education, inclusive pedagogy, and curriculum innovation. Both institutions are committed to advancing quality, inclusive, and learner-centered education that places emotional wellbeing at the core of SDG 4’s global vision.
