Call for Submissions: SDGs@UofT Q1 2026 Monthly Publication Series

Call for Submissions: SDGs@UofT Q1 2026 Monthly Publication Series
Theme: Education and/or Clean Energy
SDG 4 • Quality Education | SDG 7 • Affordable & Clean Energy

We are pleased to invite submissions as part of the SDGs@UofT Q1 2026 Monthly Publication Series. Throughout the first quarter of the year, each issue highlights one or more Sustainable Development Goals through interdisciplinary, justice-focused, and student-driven perspectives.

As part of our Q1 focus, this call centers SDG 4 (Quality Education) and SDG 7 (Affordable & Clean Energy). Contributors are welcome to focus on either SDG independently or explore connections between the two. Submissions do not need to address both goals. We recognize that meaningful work is often deeply grounded in one area, and this publication aims to create space for focused contributions while still encouraging interdisciplinary dialogue where it naturally emerges.

Theme Overview: Education and/or Clean Energy

SDG 4 and SDG 7 represent two foundational pillars of sustainable development. While these goals can intersect in important ways, they also raise urgent and complex questions within their own domains.

For this issue, contributors may center education, clean energy, or their intersections. Whether your work examines classrooms, curricula, and access to learning; energy systems, sustainability, and justice; or how these areas reinforce one another, your perspective is welcome.

Types of Submissions Accepted

We welcome a wide range of contributions, including:

• Short commentaries or reflections (200–400 words)
• Course-related insights
• Policy or research briefs
• Visuals or infographics
• Data walk-throughs
• Creative work (art, photography, poetry, digital media)
• Mini think-pieces or student op-eds

Submissions from all disciplines are encouraged. Formal academic writing is not required; clarity, creativity, and thoughtful engagement with SDG 4, SDG 7, or both are valued.

Suggested Angles

Possible angles include, but are not limited to:

• What “quality education” means in different global or local contexts
• How clean energy access relates to equity, climate justice, or public health
• The role of education in sustainability, innovation, or just transitions
• Barriers to learning or energy access caused by structural or infrastructural inequities
• Examples of policy, community initiatives, or lived experiences related to SDG 4 or SDG 7
• Real-world cases where education and clean energy reinforce one another

Optional Guiding Questions

The following questions are optional prompts to support contributors. You may respond directly to one, use several to shape your thinking, or propose your own approach.

• How does access to clean, affordable energy affect learning environments and educational participation?
• What does “quality education” look like in contexts shaped by inequality, under-resourcing, or instability?
• In what ways can education support more equitable and inclusive clean energy transitions?
• Who benefits from clean energy systems, and who is excluded?
• Where do colonial histories or structural inequities link challenges in education and energy access?
• What examples give you hope for advancing SDG 4, SDG 7, or both in practice?

Submission Details 

• Deadline: Rolling Basis
• Format: Google Doc, PDF, or high-resolution image 
• Submit through the link provided below