Some journeys begin with a suitcase. Mine began with a story — the tale of a Ga chief who welcomed us beneath the shade of a mango tree. “To lead,” he told me, “is to serve the land first. Before you plant anything new, honour the soil you stand on.” That wisdom guided my four-week scholarship at the University of Ghana, where I studied chieftaincy and Africa’s diaspora. It also shaped how I approached sustainability — with respect, creativity, and intention.
Travel often leaves a heavy footprint. My intention was to walk lightly.
Before I left the UK, I coordinated a donation drive for good-quality second-hand clothes and school supplies, reducing waste and promoting SDG 12 (Responsible Consumption and Production) (Jackson, 2005). These materials were distributed to village schools, extending the life cycle of everyday items and supporting access to learning.
I created nature-based lesson plans and activity boxes using local, low-impact materials — stones for counting, leaves for storytelling, and recycled bottle caps for games. These resources allowed teachers to deliver inclusive, sustainable education aligned with SDG 4 (Quality Education) (UNESCO, 2017). I led training sessions with teachers and students to embed these practices into classroom routines.
In Accra, I partnered with Fafali — meaning “peace” in Ewe — a local charity that runs education and after-school programmes. Teaching with them, I saw SDG 3 (Good Health and Well-Being) come alive — not as a report or chart, but in the spark of a child mastering a new word or scoring a goal (WHO, 2020). I now continue to support Fafali in the UK through fundraising, school talks, and awareness campaigns, embodying SDG 17 (Partnerships for the Goals) through ongoing collaboration.
My approach to travel also reflected sustainability: I booked direct flights to reduce emissions, offset my carbon footprint through MyClimate, and used shared public transport like tro-tros rather than private vehicles — in line with SDG 11 (Sustainable Cities and Communities) (Gössling et al., 2021). I stayed in low-energy student housing and supported small local businesses to ensure ethical tourism that reinvests in communities.
On my final day, the chief took my hand. “You came with something,” he said. “But you also leave something behind.” His words reminded me that sustainability isn’t just an action — it’s a relationship. One that honours both people and planet. That parting wisdom continues to guide me.
Travel, when done with care, connects us not just across cultures, but across generations — as stewards of a shared future. I return from Ghana not just changed, but more committed than ever to walking lightly and leading consciously.
Gössling, S., Scott, D. and Hall, C.M. (2021). Tourism and Carbon Emissions. Journal of Sustainable Tourism, 29(1), pp.1–17.
Jackson, T. (2005). Motivating Sustainable Consumption. Sustainable Development Research Network.
UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives.
World Health Organization (WHO). (2020). Guidelines on Physical Activity and Sedentary Behaviour.
United Nations. (2015). Transforming Our World: The 2030 Agenda for Sustainable Development.
