Catholic education, rooted in the mission to form individuals who are morally and intellectually equipped to serve both God and society, has always sought to develop the whole child. In today’s rapidly evolving world, innovation is essential for cultivating a dynamic learning environment that aligns with Catholic identity while integrating new practices and technologies. One such example of this innovation is in the STEM and Media Studies program at Norwood Fontbonne Academy (NFA) in Chestnut Hill, PA, which integrates the UN Sustainable Development Goals (SDG) into a project-based learning framework. Through this curriculum, students prepare for a UN Summit by engaging with real-world problems, rooted in Catholic Social Teaching and the design thinking process.
At the heart of this program is the challenge to innovate while preserving the integrity of Catholic teaching. As students tackle global issues like food insecurity, clean water and sustainable communities, they are continually encouraged to reflect on Catholic values, such as the dignity of the human person and the common good.
The use of the UN SDG framework in Catholic education is particularly fitting because it encourages students to look beyond the classroom and understand their role as global citizens, called to serve. By exploring these goals through media research and STEM activities, students learn to apply their faith to social and ecological justice. They are not simply engaging with abstract concepts but are asked to propose tangible solutions to issues such as climate change, hunger and poverty—issues deeply aligned with the Church’s call for stewardship of God’s creation.
This approach exemplifies innovation in teaching by combining the principles of design thinking with Catholic values. Design thinking encourages students to empathize with others, define real-world problems, ideate creative solutions, prototype their ideas, and test them for feasibility. This process mirrors the Christian mandate to serve others and think critically about moral issues, making it a powerful tool for fostering intellectual growth and spiritual formation.
The design thinking process is integral to NFA’s STEM program mission to develop the whole child. In this iterative cycle, students move from empathy—understanding the human and environmental impact of their chosen SDG—toward ideation and prototyping, where their God-given gifts come into play. Whether they are designing water purification systems for clean water (SDG 6), working on prototypes of sustainable school buildings with materials that mimic self-healing concrete or creating media campaigns for food security awareness, the students engage both their creative and intellectual capacities.
What makes this curriculum unique is how it embraces the diversity of each learner. Every student is encouraged to explore their strengths, whether in research, design or communication, as they contribute to a larger group project aimed at presenting their findings at a simulated UN Summit. The collaborative format of the design thinking process encourages students to support one another, a reflection of the Church’s teaching on the importance of community and solidarity.
The program also emphasizes the importance of service learning and critical thinking, helping students develop academic skills while grounding their projects in real-world situations. As they participate in service-learning projects linked to their SDG topics, students are taught to apply Catholic principles to understand the ethical dimensions of their work. For example, when studying food insecurity (SDG 2), students are prompted to reflect on how their volunteer work can serve the common good and promote human dignity.
Throughout this journey, Catholic Social Teaching is not only a guide for how students approach global issues but also for how they conduct themselves in the classroom. Students are constantly reminded of the importance of serving others with compassion, respect and humility. This is exemplified in their interactions with their sister school, where middle school students collaborate to solve common challenges. This partnership emphasizes the Catholic value of solidarity and reminds students that their education extends beyond their local context—they are part of a global community.
When students present their projects at the UN Summit, they do so with a sense of purpose that is deeply rooted in Catholic identity. Their presentations are not just academic exercises but are expressions of their commitment to using their talents to serve others, a reflection of the Gospel’s call to love our neighbors. The culminating event highlights how integrating Catholic teachings into STEM and media studies can prepare students to be both ethical leaders and innovative problem solvers.
In a world increasingly in need of moral leadership, Catholic schools have a unique opportunity to form students who are capable of both critical thought and compassionate action. By aligning the UN SDGs with Catholic Social Teaching and the design thinking process, we create a dynamic learning experience that develops the whole child—intellectually, morally and spiritually.
This program is a testament to how Catholic education can innovate while staying true to its core values. As students engage with global challenges, they are equipped not just with technical skills but with a deep sense of responsibility to care for God’s creation and serve the least among us. This is Catholic education at its best: forming young people prepared to make a difference in the world while remaining firmly rooted in their faith.
This curriculum demonstrates that integrating STEM and media studies with Catholic values not only enhances educational experiences but also prepares students to be global citizens who can lead with compassion, faith and innovation. As we look toward the future of Catholic education, such programs exemplify how we can innovate while staying true to the mission of forming individuals ready to serve God and society.
Megan Stotz, Ph.D.is the technology integration specialist/media studies teacher at Norwood Fontbonne Academy, Archdiocese of Philadelphia.
mstotz@norfon.org