For the first sustainable generation, learning as usual is not an option. uses the Crowdlearning method to engage young people worldwide in problem-solving, co-creation and sharing of knowledge, all in all to speed up the world’s path towards sustainability.

Organization and Governance is governed by the International Foundation for the Young Masters Programme / Internationella Stiftelsen Young Masters Programme (ISYMP), a non-governmental organisation in Sweden internationally recognized as a leader in innovative and transformative ICT-based education for sustainable development. ISYMP is a Key Partner in UNESCO’s Global Action Programme (GAP) Partner Network, responsible for activities to support youth activities. Prior to, ISYMP has been running the successful Young Masters Programme on Sustainable Development (YMP). Since 2014 ISYMP has been focusing on developing the flagship programme

– This website makes our online past-time a productive one. We learned a lot from each courses. We also enjoyed working together as one group rejoicing in each points we are earning together.

– I will share it with my scouting friends so that they will able to see what’s happening in the real world and for them to be aware and to take part for some problems in our world.


Pilot test complements the work we do at CEE and is a structured programme that can enhance the awareness on the issues of climate change. It provides an opportunity to engage large numbers of youth at very low cost in a country like India. The offline and online approach used gives ample opportunities to have the local context of the problem to learners and also educators who are supporting this process.                                                                                

Pramod Sharma

Programme Director, Centre for Environment Education, India

By participating in courses, we expect young people to acquire a variety of skills, including critical thinking, problem solving, and teamwork. We expect young people to develop the ability to analyse the problems facing their communities and the confidence and skills to take action to combat these problems and drive positive change.               

Anush Aghabalyan

Head of Advocacy, World Association of Girl Guides and Girl Scouts

We see the as a great educational tool complimentary to our programmes because it is a modern tool that is attractive to students and teachers. Access is easy through mobile phones, tablets, or computers and this is useful to our students from developing countries. It is a standardised tool, which means every student around the globe will receive the same knowledge with relevance to their local situation but can apply it in a global relevance or perspective.

Brid Conneely

International Eco-schools Director, Foundation for Environmental Education

In the Pipeline

These are the things we're currently busy with.


Bridging the language gap

Why we do it

Courses on the platform are currently available in English. Even though many target users have substantial understanding of English, having the option of accessing the courses in their mother tongue will take their learning to the next level. We have confirmation from partners that language options will increase user numbers and user engagement. We have focused on completing the whole suite of courses in English in the first phase. Now we're ready to make the platform multilingual. 

How we do it

There are two strands of work that need to be done. 1) Translation of course content. As a start we aim at translating courses from English to French, Spanish and Arabic. 2) Functional development so that the platform can support multiple languages.

To make these happen, we'll work with professional translators, global code wizards and volunteers.


Making the platform multilingual will enhance the sense of inclusivity. More young people will feel more confident to participate in the learning. We believe this will also lead to more diverse participating countries and will benefit the other two projects (SDG education accessible everywhere and Youth Voices at the United Nations). 

SDG education accessible, everywhere

Why we do it

We designed as a mobile-first learning platform because mobile connection is the way for target users to access the internet, to be connected to the world. However, in some of the poorest regions of the world, internet connection is yet a reality. We want to leave no one behind. We want to make accessible to young people everywhere. We want to create a proven and replication model that provides internet connection to unconnected areas so that more young people can access our SDG education, train their 21st century skills and join the global conversations.

How we do it

Together with organizations that work on improving infrastructure in impoverished areas, we want to provide sustainable IT solutions so that people living there can have internet access. When they are connected, we will also provide on-the-ground training to get young people onboard to participate in learning on


Many young people who previously could not participate on now have access internet and SDG education via Also, we will have a replicable model that is needed in many other areas that currently are unconnected. It can even be implemented in, for example, refugee camps as part of the formal and non-formal curriculum or similar activities. In the next steps, we can scale up and provide internet connection and SDG education in more and more improverished areas.


Youth voices at the United Nations

Why we do it

On, assignment reports (called Mission Stories) are findings and insights on development situations in their countries from grassroot young people. These data, which can be aggregated by country, SDG and SDG indicator, are often asked for but hard to gather. We can contribute to this data collection, and we have the network to bring the Mission Stories directly to the UN High Level Political Forum held every year in July, when member states report on their progress on the implementation of the SDGs. By doing this we empower young people, make their voices heard, and bring top-down and bottom-up closer to each other.

How we do it

Working with our partners the World Association of Girl Guides and Girl Scouts (WAGGGS) and the UN Major Group on Children and Youth (MGCY), we select 10 countries that have committed to reporting in the 2018 HLPF session and engage users to take the courses related to the 5 SDGs being reported on (6, 7, 11, 12 and 15). As groups of users progress with the courses, we gather the Mission Stories and write reports based on data gather (e.g. per country, per SDG). At the HLPF, our representatives will present the youth voices. If resources permit, we also want to arrange for some users to participate in the session.


With estimated 300-500 Mission Stories on issues covered by SDGs 6, 7, 11, 12 and 15 that can be presented in country-specicfic and general reports, we can  showcase how to effectively engage youth engagement in sustainable development. This could become a replicable, scalable method that is used again for the upcoming HLPF sessions.