Sustainability, Agency, and Language Learning: Integrating Tinkercad and the SDGs in Primary EFL

Resumen

This article presents a classroom-based innovation implemented in a real primary EFL context in Buenos Aires, Argentina. The project integrated the United Nations Sustainable Development Goals (SDGs), Tinkercad, visual thinking strategies, and collaborative design thinking to address the dual challenge of promoting meaningful English language use and global citizenship. The bilingual students in their final year of primary education worked in small groups to investigate different sustainability issues, chose one SDG, and collaboratively designed a 3D-printed prototype of a solution using Tinkercad. Visual thinking strategies were employed to help students analyze, connect with, and represent each of the selected goals. These visual tools supported comprehension, reflection, and communication throughout the project. This interdisciplinary initiative created authentic opportunities for learners to use English for inquiry, creativity, and problem-solving. Students developed their linguistic skills across all four macro skills while also fostering agency, empathy, and teamwork. The methodology combined project-based learning (PBL), digital literacy development, visual thinking, and socioemotional learning. The article describes the design, implementation, and impact of the project through classroom observations, students' reflections, and teacher insights. Findings reveal increased motivation, deeper engagement with global issues, and improved ability to use English in real-life contexts. The article concludes by discussing how sustainability-focused innovation and simple digital tools can transform English classrooms, especially in under-resourced settings.