The 2030 Agenda for Sustainable Development Goals (SDGs) introduced by United Nations brings together the whole nation to eradicate poverty and tackle issues of social and climate change. Its fourth SDG (SDG4), ‘Ensure inclusive and equitable quality education for all and promote lifelong learning’, extends from pre-primary to tertiary and vocational education. Online learning was first adopted due to the COVID-19 pandemic and although many have returned to school, some have continued to utilize online learning due to its flexibility and convenience. This paper explores two different settings (online learning and face-to-face learning) of classroom interactions in Communication Skills module at a higher education institution and how its interaction practice and pattern support the goals of SDG4. Zoom recordings of two classes and in-person focus group sessions involving a small number of students are used to assess inclusivity, quality and lifelong learning. The research looks at various aspects of teaching and learning such as access to internet and the abilities to develop skills and competencies. Comparing the two classes, a thematic analysis is used to assess students’ views and learning experience. The outcome of the study shows the value of classroom interactions and its effects on the development of SDG4.
Lim Suzylily, Politeknik Brunei, Brunei