IDGs: Inner Development Goals

"Without a radical shift in the structure of our inner world, we cannot bring about that equally radical shift in our exterior world."
IDG Initiative
Building personal skills with the IDGs
The Inner Development Goals (IDGs) are a non-profit initiative. It aims to promote the personal and interpersonal skills needed to tackle the global challenges of our time and achieve the Sustainable Development Goals (SDGs). To this end, the IDGs provide a structured framework and corresponding tools, which we use in the SDGs4future project.
Why the Inner Development Goals (IDGs) are crucial
The Inner Development Goals (IDGs) are an innovative approach used in the SDGs4future project to strengthen the self-efficacy of young people. These goals focus on developing the personal and social skills needed to tackle global sustainability challenges. By promoting skills such as self-confidence, critical thinking and empathy, young people can be better prepared for the demands of tackling the Sustainable Development Goals (SDGs).



1. BEING (SEIN): Inner competence, self-confidence and presence
The "Being" category promotes young people's inner growth and self-confidence. Goals such as inner compass, integrity, authenticity, mindfulness and self-awareness help them to understand and act in accordance with their values. These skills are crucial to motivate themselves and pursue long-term goals, which is in line with SDGs such as "Quality Education" (SDG 4) and "Good Health and Well-being" (SDG 3).
Sub-goals:
1.1 Inner compass: Awareness of personal values and orientation towards ethical principles.
1.2 Integrity: Acting in accordance with your own values and ethical standards.
1.3 Authenticity: Staying true to yourself and being honest with yourself and others.
1.4 Mindfulness: Awareness and presence in the present moment.
1.5 Self-awareness: Understanding your own emotions, strengths and weaknesses.


2. THINKING: cognitive competence, critical thinking and innovative ability
"Thinking" promotes cognitive skills such as critical thinking, complex problem solving, creativity, changing perspectives and the ability to learn continuously. These goals help young people to develop innovative solutions to challenges such as "Climate change" (SDG 13) and "Sustainable cities" (SDG 11). Role models show young people how creative thinking can contribute to solving sustainability challenges.
Sub-objectives:
2.1 Critical thinking: Ability to critically analyze and evaluate information and arguments.
2.2 Complex problem solving: Ability to understand complex and multifaceted problems and develop solutions.
2.3 Creativity: Ability to generate and implement original and innovative ideas.
2.4 Change of perspective: Ability to understand and consider different viewpoints and perspectives.
2.5 Learning to learn: Ability to continuously learn and adapt to new challenges.


3. RELATING: social competence, empathy and cooperation
The "Relating" goals focus on social skills such as empathy, compassion, communication, collaboration and conflict resolution. These skills are essential to work effectively in teams and implement projects to promote "Gender equality" (SDG 5) and "Reduced inequalities" (SDG 10). Young people learn through real-life examples how collaboration and communication can lead to successful projects.
Sub-goals:
3.1 Empathy: Ability to understand and empathize with the feelings and perspectives of others.
3.2 Compassion: Willingness to help others and promote their well-being.
3.3 Communication: Ability to communicate effectively and respectfully.
3.4 Collaboration: Ability to work effectively in teams and pursue common goals.
3.5 Conflict resolution: Ability to resolve conflicts constructively and non-violently.


4. COLLABORATING: Cooperative competence, teamwork and social commitment
The "Collaborating" category promotes cooperative skills such as trust, a sense of community, networking skills, leadership and an understanding of democracy. These goals help young people to form strong networks and work together to achieve goals such as "Affordable and clean energy" (SDG 7) and "Decent work" (SDG 8). Institutional role models show how collective efforts can lead to significant progress.
Sub-goals:
4.1 Trust: Building and maintaining trust in relationships and communities.
4.2 Sense of community: sense of belonging and responsibility for the community.
4.3 Networking skills: ability to build and maintain networks.
4.4 Leadership: ability to inspire and lead others.
4.5 Understanding democracy: understanding and supporting democratic processes and values.


5. ACTING: action competence, initiative and courage
"Acting" focuses on empowerment, initiative, courage, resilience, responsibility and sustainable action. These goals empower young people to actively take action and implement projects such as collecting plastic waste (SDG 14) and promoting sustainable production methods (SDG 12). The success stories of activists and organizations motivate young people to take responsibility themselves and bring about sustainable change.
Sub-goals:
5.1 Initiative: Willingness to take responsibility and act proactively.
5.2 Courage: Ability to act despite uncertainty and risk.
5.3 Resilience: Ability to cope with setbacks and recover from difficulties.
5.4 Responsibility: Willingness to take responsibility for one's own actions and their consequences.
5.5 Sustainability: Ability to make sustainable decisions and take action.

Find out more about the IDGs
Would you like to find out more about the Inner Development Goals and learn how to become even more self-efficacious? Visit the website www.innerdevelopmentgoals.org for detailed information and practical ways to contribute to a more sustainable future.
Combining knowledge and skills
Neurofeedback and the Inner Development Goals (IDGs)
Neurofeedback is a technique that can help adolescents improve their mental performance and emotional resilience by learning to regulate their brain activity. Neurofeedback exercises complement the Inner Development Goals (IDGs) in a variety of ways, helping young people to develop their inner capacities and respond more effectively to sustainability challenges.
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