Student Fellowship Opportunity: Canada Excellence Research Chair Network

Student Fellowship Opportunity: Canada Excellence Research Chair Network for Equity in Sustainability Transitions

Work Period: One semester 
Stipend: $6,000 per term 
Positions Available: 1 

The Canada Excellence Research Chair Network for Equity in Sustainability Transitions (CERC NEST) aims to foster equity and justice in urban energy and sustainability transitions through innovative transdisciplinary methods that connect knowledge with action. This includes addressing community and city actors’ questions using creative approaches that target societal needs and methodological debates.

A core pillar of CERC NEST is knowledge synthesis and dissemination, policy-making, and social learning, ensuring that research insights are translated into accessible, impactful formats for diverse audiences.

Position Description 

The CERC NEST invites applications from candidates with research, analytical, and writing backgrounds in the social and cultural dimensions of energy systems, climate policy, or environmental studies to support the drafting and technical development of a specific chapter on Energy for the upcoming Canadian climate assessment, Living in Our Changing Climate, Natural Resources Canada.

The objective of this chapter is to assess Canada’s energy systems in a changing climate. This includes energy regimes, uses, sources (e.g., hydro, gas, oil, nuclear, renewables), energy networks and infrastructure, supply and demand, trade considerations, and linkages with mitigation. It also considers how Canadians are adapting, innovating, and building energy resilience and equity, as well as human and natural well-being.

The Research Assistant (RA) will work closely with the chapter author team to synthesize literature, manage citations, and draft technical sections of the Energy chapter. This fellowship is designed for students who are organized, detail-oriented, responsive, and comfortable working with clear expectations and timelines.

Key Responsibilities 

The successful fellow will be responsible for the following during the fellowship term:

Deliverables will be clearly defined at the start of the work period. 

Eligibility

Research Assistant Structure

Diversity Equity, and Inclusion

The University of Toronto embraces Diversity and is building a culture of belonging that increases our capacity to address and serve the interests of our global community effectively. We strongly encourage applications from Indigenous Peoples, Black andracialized persons, women, persons with disabilities, and people of diverse sexual and gender identities. We value applicants who have demonstrated a commitment to equity, diversity and inclusion and recognize that diverse perspectives, experiences, and expertise are essential to strengthening our academic mission. You will be asked to complete a brief Diversity Survey as part of your application. This survey is voluntary. Any information directly related to you is confidential and cannot be accessed by search committees or human resources staff. Results will be aggregated for institutional planning purposes. For more information, please see http://uoft.me/UP.

To Apply:

Send the following as a single PDF file, with “CERC NEST Energy Research Assistant” in the subject line, to paty.romerolankao@utoronto.ca by February 1, 2026:

If you have questions about the position, please contact Prof. Paty Romero-Lankao before submitting your application.

SDGs Transdisciplinary Knowledge Co-Production – Session 4

Event Details 

📅 January 23, 2026 
📍 University of Toronto, St. George Campus, OI 2295, O.I.S.E
🕒 9:00 AM - 4:00 PM

About the SDGs-TKC CoP 

The Sustainable Development Goals Transdisciplinary Knowledge Community of Practice (SDGs-TKC CoP) is hosting its next session on January 23, 2026, at the University of Toronto. Delivered in partnership with the President’s Advisory Committee on the Environment, Climate Change, and Sustainability, this full-day session brings together students, researchers, staff, and community partners to explore collaborative, cross-sector approaches to SDG-related challenges. 

The SDGs-TKC CoP is an inclusive and collaborative space that brings together students, researchers, librarians, staff, and partners from community and global organizations. Delivered in partnership with the President’s Advisory Committee on the Environment, Climate Change, and Sustainability (CECCS), the CoP advances SDG-related research through knowledge co-production and meaningful cross-sector exchange. You can find more information here.

Why Attend?

Building on the first three sessions, this fourth session continues to emphasize co-production and transdisciplinary collaboration, while welcoming new participants to contribute fresh perspectives. The day includes dialogue with community partners (Scarborough Food Security Initiative, Nucleus), interactive case study activities, mini lectures, and group reflections, offering opportunities to tackle real-world sustainability challenges while considering equity and inclusion. 

This session offers participants the chance to: 

Whether you are new to this work or experienced in the SDG space, we welcome your insights, curiosity, and participation. 

If you would like to attend or have any questions, please feel free to email us at sdg.admin@utoronto.ca. We look forward to welcoming you. 

Register for the January 23rd Session here!

Call for Submissions: January 2026 SDG Publication 

Call for Submissions: January 2026 SDG Publication 

Theme: Education & Clean Energy 

SDG 4 • Quality Education | SDG 7 • Affordable & Clean Energy

We are pleased to invite submissions for the January 2026 edition of the SDGs@UofT Monthly Publication. Each issue highlights a pair of Sustainable Development Goals through interdisciplinary, justice-focused, and student-driven perspectives. 

Our January theme brings together two fundamental pillars of sustainable development: SDG 4 (Quality Education) and SDG 7 (Affordable & Clean Energy). 

Theme Overview: Where Education Meets Clean Energy 

Although SDG 4 and SDG 7 address distinct domains, their impacts are deeply intertwined. 

Education relies on consistent, affordable, and clean energy to support learning environments, digital access, safe facilities, and community infrastructure. Likewise, clean energy transitions depend on education, skills development, and knowledge-sharing to innovate, adapt, and sustain equitable energy systems. 

Exploring these SDGs together offers a powerful lens for understanding how knowledge, sustainability, accessibility, and justice shape development outcomes. This issue invites students to critically examine these connections and imagine new pathways for achieving both goals in tandem. 

Types of Submissions Accepted 

We welcome a wide range of contributions, including: 

Submissions from all disciplines are encouraged. Formal academic writing is not required, clarity, creativity, and thoughtful engagement with the theme are valued. 

Suggested Angles:

Guiding Questions: Integrating SDG 4 & SDG 7 

To support contributors, we offer optional guiding questions that bring the two SDGs together. Students may respond directly to one question or use them to shape their submission: 

  1. How does access to clean, affordable energy affect the ability of communities to learn, teach, and engage with education systems? 
  2. What does “quality education” look like in contexts where energy systems are unreliable or inaccessible? 
  3. In what ways can education drive innovation in clean energy or contribute to more equitable energy transitions? 
  4. Where do colonial histories or structural inequities link challenges in education and energy access? 
  5. What might an integrated, justice-centred approach to SDG 4 and SDG 7 look like in practice? 
  6. Where do you see promising or inspiring examples of education and clean energy reinforcing one another? 

Submission Details 

Click here to submit your work!

Call for Submissions: January 2026 SDGs Student Publication 

Call for Submissions: January 2026 SDGs Student Publication 

Theme: Education & Clean Energy 

SDG 4 • Quality Education | SDG 7 • Affordable & Clean Energy

We are pleased to invite submissions for the January 2026 edition of the SDGs@UofT Monthly Publication. Each issue highlights a pair of Sustainable Development Goals through interdisciplinary, justice-focused, and student-driven perspectives. 

Our January theme brings together two fundamental pillars of sustainable development: SDG 4 (Quality Education) and SDG 7 (Affordable & Clean Energy). 

Theme Overview: Where Education Meets Clean Energy 

Although SDG 4 and SDG 7 address distinct domains, their impacts are deeply intertwined. 

Education relies on consistent, affordable, and clean energy to support learning environments, digital access, safe facilities, and community infrastructure. Likewise, clean energy transitions depend on education, skills development, and knowledge-sharing to innovate, adapt, and sustain equitable energy systems. 

Exploring these SDGs together offers a powerful lens for understanding how knowledge, sustainability, accessibility, and justice shape development outcomes. This issue invites students to critically examine these connections and imagine new pathways for achieving both goals in tandem. 

Types of Submissions Accepted 

We welcome a wide range of contributions, including: 

Submissions from all disciplines are encouraged. Formal academic writing is not required, clarity, creativity, and thoughtful engagement with the theme are valued. 

Suggested Angles:

Guiding Questions: Integrating SDG 4 & SDG 7 

To support contributors, we offer optional guiding questions that bring the two SDGs together. Students may respond directly to one question or use them to shape their submission: 

  1. How does access to clean, affordable energy affect the ability of communities to learn, teach, and engage with education systems? 
  2. What does “quality education” look like in contexts where energy systems are unreliable or inaccessible? 
  3. In what ways can education drive innovation in clean energy or contribute to more equitable energy transitions? 
  4. Where do colonial histories or structural inequities link challenges in education and energy access? 
  5. What might an integrated, justice-centred approach to SDG 4 and SDG 7 look like in practice? 
  6. Where do you see promising or inspiring examples of education and clean energy reinforcing one another? 

Submission Details 

Click here to submit your work!

Why Sanitation Matters for Education 

No school can succeed without access to clean water 

When we talk about education, we usually think about teachers, books, and classrooms. But what about toilets? Or clean drinking water? As strange as it might sound, sanitation plays a huge role in whether students can actually learn. 

That’s where Sustainable Development Goal 4 comes in. SDG 4 (Quality Education) is about ensuring inclusive and equitable quality education for all. And while it might seem unrelated, achieving this goal is closely tied to another one: SDG 6 (Clean Water & Sanitation), which focuses on clean water and sanitation. 

In both Canada and Brazil, efforts to improve education are often held back by poor sanitation conditions, especially in rural, remote, and Indigenous communities. A student who does not have access to a safe bathroom at school may skip class, miss learning time, or even drop out. This is especially true for girls, who often stay home during menstruation when schools lack private washrooms, access to water, or proper disposal for menstrual products. Studies show that a significant share of girls in low resource settings miss school during their period because basic menstrual hygiene facilities are not available. 

In my own research across nine municipalities, I compared cities in Santa Catarina, Brazil, with cities in Ontario, Canada. While the Canadian cities generally had better infrastructure, both regions face serious challenges when it comes to equity. Even in Ontario, Indigenous communities like Neskantaga First Nation continue to struggle with boil-water advisories that have lasted decades. Similarly, in Brazil, 2024 UNICEF data reveals that over 12 million children still lack adequate sanitation, particularly those living outside large urban centers. 

Education policies often overlook this connection. But the United Nations has made it clear: access to clean water and sanitation is essential for learning. Without it, children miss school, get sick more often, and face higher risks of dropping out. This affects not just individuals, but entire communities trying to break the cycle of poverty. 

In some places, local governments are starting to pay more attention. For example, school construction programs are being updated to include better hygiene facilities. Some Canadian schools are also adding water and sanitation content into their environmental education lessons, helping students understand how these systems work and why they matter. 

Still, a lot more needs to be done. The SDGs offer a useful framework, but they are not enforceable laws. No one will be taken to court for not meeting SDG 4 or SDG 6. These goals depend on political will, awareness, funding, and community support. 

But that vision matters. It reminds us that clean water and quality education go hand in hand. If we want to build fairer, more sustainable societies, we need to look at how our systems connect and make sure no one is left behind simply because they don’t have access to something as basic as a working toilet. 

Student Mobility Training Program

Partnered with Mitacs’ Globalink Research Award 

Program Overview  

The Sustainable Development Goals (SDGs) Student Mobility Training Program aims to support top graduate students to conduct interdisciplinary research that advances knowledge and action on the United Nations’ 17 SDGs. The program seeks to provide opportunities for graduate students to work on research projects outside of their home discipline. Graduate students (master’s and PhD students) will work under the supervision of faculty fellows and affiliates with the SDGs@UofT at institutions around the world.   

This is a competitive 12-week research program for graduate students offered from May to August that will build a global network of trainees and researchers to collaborate on research that generate actionable insights to advance the SDGs and inform future global goals.  

This year, the Program has partnered with Mitacs’ Globalink Research Award to offer matching funds to eligible students who are working under the supervision of a principal investigator that is an SDGs@UofT affiliate or fellow. To apply, students must propose a project that is interdisciplinary and relevant to at least one of the 4 research themes of the SDGs ISI. Proposed projects should clearly demonstrate a connection to the SDGs and be conducted internationally. 

Deliverables 

Funding 

Students applying to the SDGs Student Mobility Program are eligible to apply for up to $6000 through Mitacs’s Globalink Research Award. Before applying for a Globalink Research Award, students are encouraged to review the program’s criteria and eligibility guidelines. To receive the Mitacs application materials, please reach out to Modupe Olufemi (molufemi@mitacs.ca) with a brief description about your project and be sure to mention that it is for the SDGs@UofT summer research award program. 

Students can request up to a total of up $2000 of matching funds to support the cost of travel, accommodation, meals and other incidental costs through the SDGs Student Mobility Program. Expenditures must align with the U of T’s Guide to Financial Management.  

SDGs Student Mobility Eligibility Criteria 

Eligible participants must be:  

How to Apply 

Applicants must complete an application form, a short proposal and submit their updated Curriculum Vitae (max. 5 pages) on the SDG ISI website. Applicants will need the following to complete the application template: 

  1. Project title 
  2. Project abstract (max. 200 words) 
  3. Research theme 
  4. Indicate which academic unit you are enrolled in: 
    • Applied science & engineering 
    • Architecture, landscape & design 
    • Arts & science
    • Dentistry 
    • Education
    • Information
    • Kinesiology & physical education
    • Law
    • Management
    • Medicine, nursing, public health 
    • Pharmacy 
    • Social Work 
    • University of Toronto Mississauga
    • University of Toronto Scarborough 
  5. Department/Program of Study 
  6. Supervisor name, department and fellow/affiliate status. Students are welcome to apply with their current academic supervisor who can sign up to become an affiliate here. 

Applicants should upload the following to the online form: 

  1. Complete application template outlining the following: 
    1. Background describing the rationale for the research and its alignment with the chosen SDG thematic area. (max 200 words) 
    2. Project objectives and research questions (max. 100 words) 
    3. Research design and methods (max. 250 words) 
    4. Project deliverables and timelines (max. 150 words) 
    5. Integration of equity, diversity, and inclusion (EDI) considerations in research and research process (max. 100 words) 
    6. Knowledge Mobilization plan and anticipated significance of research (max. 300 words) 
  2. Letter of support from primary supervisor outlining student’s qualities, strengths, relevance of project to SDGs, merits in conducting research activities, and potential project impact  
  3. Completed budget template, including justification for funding requested. 
  4. References (max. 200 words)
  5. Abbreviated CV for student (max. 5 pages) 

Deadlines 

Applicants must ensure that their supervisor is affiliated with or a fellow of the SDGs@UofT initiative. Supervisors can easily sign up to become an affiliate here.  

Important Information for Outbound Students 

Before submitting an application, students are encouraged to review the U of T’s safety abroad requirements. U of T students participating in university activities outside of Canada will need to complete the following steps: 

Students are encouraged to review the resources available to them in an emergency.  

SDGs@UofT Student Awards Program

SDGs@UofT is inviting students to apply for the SDGs@UofT Student Awards program! The program will train highly qualified personnel by supporting undergraduate and graduate students who demonstrate a high standard of achievement in graduate studies. 

The SDGs Student Awards program provides financial support to students who are engaged in SDG-relevant research in their chosen fields and that is being conducted at one of the three campuses at the University of Toronto. The SDGs@UofT student award program will support student-led research that aligns with one or more of the initiative’s research themes. Successful applicants will receive a one-time $1,500 for 12-months and can re-apply in subsequent years so long as they maintain good academic standing in their programs.

The program includes two streams:

Eligibility

The SDGs Student Awards program supports and promotes high-quality research in a wide variety of disciplines and areas, which are divided into broad fields of research (health, natural sciences and engineering, and social sciences and humanities). This includes research that bridges two or more disciplines or that requires the skills of several disciplines.

We are strongly committed to diversity and especially welcome applications from racialized persons/persons of colour, women, indigenous persons, persons with disabilities, members of LGBTQ communities, and others who contribute to further diversifying our community.

Application Procedures

To apply to the SDGs Student Awards program, you must complete and apply by completing the online submission form here. Your application should include: 

  1. Project title: The title should describe the research to be carried out during the funding period.
  2. Academic unit the project falls into:
    • Applied science & engineering
    • Architecture, landscape & design
    • Arts & science
    • Dentistry
    • Education
    • Information
    • Kinesiology & physical education
    • Law
    • Management
    • Medicine, nursing, public health
    • Pharmacy
    • Social Work
    • Other
  3. Campus
    • St. George
    • Scarborough
    • Mississauga
  4. Research Themes: Select the SDG theme(s) that is/are linked to your proposal.
  5. Summary of project: Provide a summary (4000 characters max.) of your research and how it is relevant to the SDGs and aligns with the work of the SDGs@UofT initiative. Summary must include research topic, research questions, research methods and plans for knowledge mobilization.
  6. CV: include a copy of your most up to date CV outlining your academic work with your application.
  7. Letter of Reference: please arrange for your supervisor to submit a short one-to-two-page letter of reference by via email to sdg.admin@utoronto.ca by December 17th. Letters should confirm the registration status of the student as well as the student’s qualities, strengths, and merits in conducting research activities.

Deadlines

Resilience Begins with People: Building Inclusive Pathways for Disaster Risk Reduction 

Disasters don’t usually come out of nowhere. Here in Toronto, we’re seeing it more often. Frequent floods sweeping through neighborhoods and hazy skies thick with smoke are all signs of a changing climate. Around the world, countless communities are facing resilience challenges due to infrastructure needs which have long been ignored. And  in too many cases, it’s vulnerable people who were left out of planning, whose systems fail first, and who have the fewest resources, that bear the heaviest burden.  

As an engineer, I often think about resilience in terms of systems—water networks that withstand drought and floods, energy grids that keep clinics running during storms. But resilience is not just a technical problem to be solved. If we don’t think beyond the technical and to the people being served, the technical solutions are bound to have limited impact. At the Centre for Global Engineering (CGEN) and my research group, the Water and Energy Research Lab (WERL), we explore how technology can serve people more equitably. We design solar-powered water purification and desalination systems, sustainable irrigation technologies, and low-energy wastewater treatment solutions for communities where centralized infrastructure doesn’t reach—or doesn’t last. 
 
Technical innovation alone isn’t enough. Our collaborations in South-East Asia, Mexico and the Caribbean have reinforced a critical truth: the success of an innovation depends as much on community trust, training, and ownership as it does on efficiency. When residents shape the technologies meant for them—choosing what’s maintainable, affordable, and culturally appropriate—those solutions endure. When they don’t, systems fail long before the next disaster strikes. 

This year, through ongoing partnerships with colleagues from the University of the West Indies (UWI) and the National Autonomous University of Mexico (UNAM), I’ve been reminded how diverse resilience looks across regions—and yet how universal the challenges are In Canada, remote Indigenous and northern communities face recurring evacuation cycles due to wildfires and floods. In Mexico, earthquakes and hydrological risks intersect with rapid urbanization and inequality. Across the Caribbean, stronger hurricanes and rising seas threaten livelihoods, infrastructure, and access to safe water. In every case, under-represented and marginalized populations are those most at risk. They are also the source of some of the most creative, grounded solutions—whether it's: 

Building resilience means elevating these voices, not speaking for them. It means designing technology and policy with empathy, humility, and the awareness that experience takes many forms. 

True disaster risk reduction depends on connection—across borders, disciplines, and lived experience. That’s why CGEN’s tri-regional collaboration with UNAM and UWI continues to grow. This past year we hosted a series of workshops at each partner to understand the context and build collaboration. We are currently building on this through collaborative research projects and opportunities for student exchange. These partnerships are focused on SDG 2 (Zero Hunger), SDG 6 (Clean Water and Sanitation), SDG 11 (Sustainable Cities and Communities), and SDG 17 (Partnerships for the Goals). 

As I reflect on this work on the International Day for Disaster Risk Reduction, we’re reminded that the work of engineering resilience begins not with technology, but with listening. And that the most powerful tools we have are not only solar panels or sensors, but partnerships built on trust, respect, and shared purpose. As disasters grow more complex, our ability to listen to communities, partners, and one another will define how resilient our shared future can be. 

"Resilience from Within:" How Indigenous Communities in Uzbekistan Respond to Environmental Changes and Create Pathways to Sustainability

In the drylands of Karakalpakstan, Uzbekistan, the shrinking of the Aral Sea has transformed landscapes, livelihoods, and food systems. Once a thriving fishery hub, Moynuk now faces ecological degradation and food insecurity. However, Indigenous communities living in and near Moynuk have developed their own climate adaptation strategies—often with minimal external support. This blog introduces how these grassroots responses offer insights into sustainable transition pathways, intersecting SDG 2 (Zero Hunger), SDG 13 (Climate Action), SDG 15 (Life on Land), and SDG 9 (Industry, Innovation and Infrastructure).

Local Adaptation in a Post-Aral Landscape

The drying of the Aral Sea began in the 1960s, triggering a collapse of traditional food systems. Wild birds declined early. Fishing, central to Karakalpak identity, became difficult. Soviet interventions introduced industrial fishing, but as the lake receded, communities lost access to preferred species and began importing fish from Russia. Pastoralism also shifted. Families reduced herd sizes due to water scarcity. Camels, better suited to dry conditions, became more common—but their high cost limited adoption. Agriculture adapted too: drought-resistant crops like barley, corn, sesame, and pumpkin—once grown out of necessity—are now central to survival.
 
These transitions reflect long-term ecological change and the need for flexible, locally grounded responses. As UNEP explains, the Aral Sea disaster is one of the world’s worst environmental crises, with direct consequences for food security and water access.

Innovation from Below: Knowledge, Water, and Economic Diversification

Without sustained external support, communities relied on their own knowledge. Some individuals experimented with new crops—one woman learned online how to grow walnuts, previously unsuited to Moynuk’s climate. Others collected rainwater, stored tap water in tanks, or drilled wells where underground water was available. These practices show how SDG 6 (clean water and sanitation for all) intersects with SDG 2 and SDG 13 in dryland adaptation.

Economic diversification also emerged. Families engaged in tourism, spring healing, small businesses, and labor migration to Russia or Kazakhstan. These activities reflect the importance of SDG 8 (decent work and economic growth) and SDG 9 in building resilience.

Skepticism toward external interventions remains. While NGOs and international research collaboration from the U.S., China, and Arab countries tested new agricultural techniques, none were reported to have led to large-scale production or tangible benefits. In interviews I conducted in Moynuk, participants emphasized they already knew what crops could grow in their soil—especially in Moynuk, where salinity and dryness pose unique challenges. As the FAO’s 2024 Restoration Standards highlight, successful ecosystem restoration should have local knowledge and context-specific strategies.

Transition Pathways: Lessons for Sustainability

The experience of Karakalpakstan offers several lessons for establishing transition pathways:

These insights align with the SDG framework but also point to its limitations. The post-2030 Agenda must support place-based, culturally grounded transition pathways. In regions like Karakalpakstan, sustainability is not a checklist—it is a lived process shaped by history, ecology, and community. 

Looking Ahead: Beyond 2030

As the 2030 Agenda approaches its deadline, Karakalpakstan offers practical lessons. Climate adaptation is not a short-term fix—it requires time, observation, and adjustment. Quick solutions are not enough; sustainable transitions need patience and continuity. 

Traditional knowledge and cultural practices play a central role. In Karakalpakstan, food production, seasonal rhythms, and community decision-making are rooted in Indigenous culture. These practices are not only heritage—they are functional systems of adaptation. Home gardens, food-sharing, and memory of past droughts all shape how people respond to stress. Cultural continuity supports flexibility and resilience. 

Pastoralism also deserves more attention. While agriculture dominates food system discussions, pastoralism may offer more sustainable options under water-scarce conditions. Supporting pastoralist practices helps communities better utilize natural resources. The FAO’s Pastoralist Knowledge Hub emphasizes pastoralism as a climate strategy rooted in mobility and land stewardship. 

Water remains central. Its availability determines what can be hunted, fished, raised, or cultivated. Climate strategies must integrate water management with ecological and cultural knowledge. 

Finally, the relationship between people, animals, and plants needs to be reconsidered. Food systems are ecological networks shaped by interdependence. In drylands, understanding this balance is key to long-term resilience. 

In Karakalpakstan, people have shown that resilience does not always come from outside. Sometimes, it grows from within—through tradition, experience, and quiet innovation.