27 how to characterize and speak about the countries and regions that are the focus of social good and impact projects without appearing condescending or superior. While politically correct but perhaps imperfect terms like "Emerging Countries" and "LEDCs" are likely to be adopted moving forward, and possibly "Majority Countries" in the future, it is essential to recognize that while these generalizations are somewhat accurate and necessary for broader discourse, academics and practitioners must avoid being overly reductive when trying to solve problems in these parts of the world . Each country has unique characteristics and challenges, and it is essential not to treat them uniformly under broad categorizations such as "economically challenged" or "hot and humid." How do we get people interested in working on projects in the Global South? Historically, we have relied on students, professors, and the broader academic community to address the world's pressing challenges. Today, with the severe consequences of climate change—such as rising temperatures, sea levels, and food insecurity—impacting those with the least resources in Less Economically Developed Countries (LEDCs) the most, it is crucial for us, as members of the academic community, to have more students and academics engaged in studying these issues and developing solutions. However, we are currently struggling to attract students to these fields and motivate them to work on or start ventures to solve these global challenges. One of the primary challenges in encouraging students to pursue studies and careers focused on addressing global social issues is exposure. In modern classrooms, assignments are often designed around hypothetical scenarios or problems that can be managed within the timeframe of a semester or a final project rather than being framed in the context of real-world problems. A study by MIT's D-Lab, which stands for "Development through Dialogue, Design, and Dissemination," found through surveys that students who took D-Lab courses—focused on using engineering and participatory design to solve real-world problems—left MIT with a 20-30% better understanding and confidence in areas such as "placing current problems in historical/ cultural/philosophical perspective," "developing global awareness," and "understanding the complexity of social problems." Furthermore, 34% of students who took a D-Lab course reported that it influenced their future career or academic paths to focus more on solving global challenges. This data suggests that exposing students to real-world problems through their coursework can significantly enhance their social awareness of the issues facing the "Majority World" and potentially inspire them to pursue social impact projects in their careers. While not every class needs to adopt a social impact lens, project-based classes could easily incorporate real-world problems. For instance, an IoT class could include a project on detecting
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