SB LG The World in 2084

In this activity, students worked collaboratively in groups of four to imagine and describe a positive, sustainable, and innovative world in the year 2084. The goal of the task was to encourage creativity, critical thinking, and the use of advanced English language skills through collaborative writing. Each student was responsible for contributing one section of a joint essay of at least 150 words, which allowed all group members to actively participate in the creation of a shared vision of the future.

The first section of the essay focused on education in the future. Students explored how schools might function in 2084, considering how technological advancements, digital learning environments, and new teaching methods could transform education. They reflected on how the roles of teachers and students might evolve, imagining teachers as mentors and facilitators of learning rather than traditional lecturers, and students as more independent, creative, and responsible participants in the learning process.

The second section addressed the concept of a sustainable city of the future. In this part, students described urban environments powered primarily by renewable energy sources such as solar, wind, or geothermal energy. They imagined environmentally friendly transport systems, including electric public transport, bicycle networks, and autonomous vehicles that reduce pollution. Students also highlighted the importance of green spaces, sustainable architecture, smart infrastructure, and environmentally responsible urban planning, all contributing to a high quality of life for city residents.

In the third section, students were given the freedom to choose their own topic related to life in the future. This allowed them to explore areas that particularly interested them, such as technological innovation, artificial intelligence, social values, cultural diversity, art and creative industries, fashion, communication, or transportation. Through this open-ended task, students were able to express their individual ideas and perspectives about how society might develop in the coming decades.

Finally, each group created a visual representation of their sustainable city in the form of a drawing or digital illustration. This visual component helped students transform their written ideas into a concrete image of the future world they had imagined. After completing all sections, the groups combined their texts and visuals into a single cohesive essay. The pages were then converted into PDF format, and each group published their small digital booklet using the FlipSnack platform, allowing their work to be presented in an engaging and professional digital format.