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"I am a football player and coach. I chose this job because to teach is a sacred act. I became a teacher to change the world, to do some good and to improve my community. The salary for being a teacher is too low, but I am satisfied with my job. I will try my best to do it better in the future."

Aman Rahguzar is a football coach and teaches geography in Bamyan.

"When I teach, I feel happy because I can share everything I have learned with my people. It makes me feel fulfi lled, not just because of the salary, but because in our society, people are vulnerable in many ways, especially in terms of education. If I can help make a difference, it relaxes me mentally. That¡¯s why I teach."

Nafissa Noori is an early childhood care and education and English teacher in Bamyan.

"One of the greatest sources of happiness for me is the opportunity to share the knowledge I have gained with my students. Seeing them happy and enthusiastic as they engage in the learning process brings me great joy and a sense of satisfaction."

Roona Sedeq teaches sewing and tailoring skills to girls in Kabul, preparing them for employment with the fashion brand she works for.

"Teaching is a noble profession. I exercise it with faith and by vocation. The ¡®Graines de Paix¡¯ initiative encourages us to avoid education through violence, and to cultivate peace among the children and within our community. I am ready to devote all of my capacities to developing non-violence here in Nikki."

Georges Babatonde Adegbite is a pedagogical advisor in Nikki, Borgou, within the framework of the Graines de Paix project, awardee of the 2022 UNESCO-Hamdan Prize for Teacher Development.

"I support teachers working in the field in order to help them improve their teaching practices. The project teaches us that, rather than responding to violence with violence, we should respond with a behaviour that promotes living together. It is necessary to plant this seed in young children's minds."

Fano Andr¨¦ Blaise is a pedagogical adviser in Kalal¨¨, Borgou, within the framework of the Graines de Paix project, awardee of the 2022 UNESCO-Hamdan Prize for Teacher Development.

"What Graines de Paix brings to me is, first and foremost, personal development. I have the pleasure of instilling the knowledge I have in trainers who, in turn, go on to train teachers. I am delighted that we teach manners. Beyond knowledge and know-how, one above all needs to know how to behave oneself."

Chabi Moumouni is a pedagogical adviser and trainers¡¯ trainer within the framework of the Graines de Paix project, awardee of the 2022 UNESCO-Hamdan Prize for Teacher Development.

"Teaching is a passion for me. When I was young, people called me ¡¯teacher¡®, because my actions reflected those of a teacher in miniature form. For the last three years I have been working on the APEV-Benin Innovation (¡¯Learning in Peace, Education without Violence¡®) project. Peace is fundamental for a country. When there is no peace, schools are closed."

Adeleke Gbaguidi is inspector of primary education within the framework of the Graines de Paix project, awardee of the 2022 UNESCO-Hamdan Prize for Teacher Development.

"I enjoy teaching because of the opportunity to share knowledge. I started teaching when I was 16, giving private lessons and tutoring. I then became a teaching assistant and taught a community-based preparatory course. In 2022, I enrolled at {reprograma} and in 2023, taught the same class I had taken."

Skyler Alarcon is a programming teacher in the framework of the project {reprograma}, laureate of the UNESCO Prize for Girls' and Women's Education 2021.

"Being a part of {reprograma} has truly changed my life. In addition to learning new skills, I have had the opportunity to transform the lives of other women who are seeking new opportunities. I feel immense gratitude for all the knowledge I have gained and for the chance to share it. It motivates me to keep evolving professionally."

Caroline Alves Dos Santos is a programming teacher in S?o Paulo in the framework of the project {reprograma}, laureate of the UNESCO Prize for Girls' and Women's Education 2021.

"Education has always been part of my life as my parents are teachers. I learned from them that teaching is more than just the technical and academic sides - it's about connecting with others. As a technology teacher, my aim is to promote access and transform lives. Being part of {reprograma} is empowering because it's a collective movement."

Paula Dos Reis is a technology teacher in the framework of the project {reprograma}, laureate of the UNESCO Prize for Girls' and Women's Education 2021.

"I've always loved education. History felt like a natural choice, as I would be teaching things that are important to society. Programming entered my life through {reprograma}. I changed track, but I didn't lose my essence, which is teaching. I am continuing the empowerment chain I was a part of a few years ago."

Emanuelle Maia is a programming teacher in the framework of the project {reprograma}, laureate of the UNESCO Prize for Girls' and Women's Education 2021.

"Creating connections and bonds, transforming realities, receiving and transmitting affection: these are the things I fi nd incredibly rewarding about teaching. It is gratifying to see a student secure a position in the job market or come back as a teacher to continue the cycle, contributing to the collective."

Beatriz Ramerindo Dos Santos is a programming teacher in the framework of the project {reprograma}, laureate of the UNESCO Prize for Girls' and Women's Education 2021.

"What is motivating and fulfilling for me as a teacher is the prestige associated with the social status of the teaching profession¡¯s role. Moreover, in my view it is the only profession capable of bringing about far-reaching and positive change in society. In addition, wanting to work with children and the moral satisfaction that the profession provides are also fundamental."

Moussa Sor¨¦ is a physical sciences teacher in Ouagadougou. He was awarded the African Union Continental Teacher Award in 2022.

"As a volunteer teacher, I find teaching truly excellent because thanks to me, children gain knowledge at school. Many children have been through the first year of primary school, age 6-7, and have succeeded thanks to my teaching. I am very happy with what I do and with this profession."

Moumouni Badini is a volunteer primary school teacher in Bourzanga, in a region beset by terrorist attacks.

"What I like about this profession is that, firstly, I love children and, secondly, I love helping children to become the men and women of tomorrow. I want to teach them to read, to write, to count and more."

Az¨¦ra Konf¨¦ is a volunteer primary school teacher in Bourzanga, in a region beset by terrorist attacks.

"As a child I dreamed of becoming a teacher so that I could help my community and my country. I love the challenge of having students from different backgrounds in my classes. Some students are very good and some not so engaged. But it¡¯s a challenge for me to find ways to motivate my students to learn."

Punleu Be teaches Khmer literature and life skills in Prey Veng, within the framework of Room to Read's Girls' Education Program, laureate of the UNESCO Prize for Girls' and Women's Education 2022.

"As a teacher I help build the human resources of my country. I feel useful and important putting my skills to use educating the future workforce. While some students present a challenge by not paying attention, this is made up for by good students with goals and ambitions."

Sreytouch Leng teaches Khmer literature and life skills in Prey Veng, within the framework of Room to Read's Girls' Education Program, laureate of the UNESCO Prize for Girls' and Women's Education 2022.

"I feel proud to work as a teacher and be respected by the people in my village. My childhood dream was to become a teacher. I enjoy the opportunity to help my students prepare for life and to get better job opportunities in the future."

Sophea Keo teaches physics and life skills in Prey Veng, in the framework of the project Room to Read's Girls' Education Program, laureate of the UNESCO Prize for Girls' and Women's Education 2022.

"In our indigenous communities, our elders teach us the fundamental principles of respect, honesty, clarity and responsibility. They show us we must apply these principles in serving the community. At the university, I feel happy being of service in every sense. The foundation of my role is to serve."

Luis Yonda is a spiritual knower and bilingual professor at the Autonomous Indigenous Intercultural University (UAII) in Popay¨¢n (Cauca).

"It is very important for me, in my role, to see children following in the footsteps of their elders, since we Nasa have always taken care to ensure our culture is not lost. To see my pupils engaged in our people's struggle is hugely satisfying as a teacher."

Yuli Collazos Pe?ag is a bilingual teacher of the Nasa people in the Kwet Kina ancestral territory Las Mercedes, Caldono.

"I feel happy when my pupils understand my lessons. In 18 years of teaching, I¡¯ve seen a lot of young people come through the door. When they say, ¡¯Teacher, thank you for what you¡¯ve taught me. Thank you for the advice and guidance¡® it makes me feel like I¡¯ve done a good job. That¡¯s what makes me happiest."

Carmen Baltazar is a bilingual teacher at the Institut Educatif de Formation Interculturelle Communautaire Kwesx Uma Kiwe (INFIKUK), Monterilla, Sath Tama Kiwe territory.

"What makes me most happy about teaching is being able to do my bit to improve the world, trying to touch the hearts, souls and minds of children, because they have the possibility to change the world. When a student manages to do what I ask, it is an immense satisfaction. I see myself refl ected in that student."

Lenin Jarr¨ªn teaches music to students from the ages of 6 to 17 at his own school, the All Arts Academy in Quito

"When I teach children, there is nothing more satisfying than seeing what I have taught them put into practice. It¡¯s a sort of inner reward¡ªit makes me feel useful and happy. In soccer, results are achieved by working together as a team. Teaching is a way for me to give back to others, to transmit the things I learned which enriched my soul."

Nicol¨¢s Serrano is a soccer coach in Quito.

"What I love about teaching is seeing the smile of the children, knowing that they enjoyed their class. When they smile at me or hug me, it is an immense joy I have also learned that physical or mental disability is not an obstacle; we are all diverse. You have to know how to open up to others."

Priscila Farinango teaches martial arts in Quito. She works with pipils with mental and physical disabilities.

"As a teacher, what makes me happy is the love and appreciation I receive from my pupils. When they share their creativity, innocence, and desire to learn, it¡¯s beautiful because we are creating something together. I feel inspired to find the best way of teaching to suit their needs. Sometimes I think I learn more from them than they do from me."

Lourdes Iturralde is a socio-emotional education teacher in Quito.

"Being a biology and zoology professor in Ecuador is fantastic because we live in a megadiverse country. This allows me to share theories and study specimens in the field, enriching students¡¯ experiences and my own learning. I love witnessing students¡¯ excitement as they discover new things in living nature. It¡¯s a wonderful experience to see their faces light up with surprise."

Santiago Burneo is a professor and researcher at the Pontifi cal Catholic University of Ecuador, in Quito, and director of the Museum of Mammalogy.

"I think because of my background, coming from a troubled childhood and a low-income neighborhood, I can relate to the children I teach. Seeing a child benefit from something I taught makes me really happy. I¡¯ve learnt that to empower a child you just need to create a safe space for them to discover their potential."

Mo¡¯men Youssef, teacher and facilitator for unaccompanied refugee minors in a Save The Children school in Cairo.

"Seeing children positively impacted by what they learn in my class is my favourite part of the job. I find it so fulfilling being the first teacher for little babies, seeing their first reactions and watching them grow happily. Behind each tiny impact there lies hard work, delivered with passion and love."

Nadine Genedy teaches music and sensory play to young children in Cairo.

"I help young people realize their potential and identify the careers they would like to pursue. I feel really fulfilled whenever I receive a message from an old student telling me they found a job or that they overcame a challenge thanks to my advice. Those are the moments when I feel I¡¯m truly contributing some good to the world.Pasant Ali is a Learning and Development specialist in Giza.

Pasant Ali is a Learning and Development specialist in Giza.

"What makes my job exciting is acting as a guide for my pupils, whatever their social and cultural background, to enable them to find the resources they need in written and spoken language in order to fulfil their potential. The joy of teaching is also the richness of the bonds established between a teacher and their pupils."

Sophie Vernay, teacher at Coll¨¨ge International de l¡¯Est Parisien in Noisy-le-Grand, Seine-Saint-Denis.

"What I like most about my profession is the special relationship created with each child. It is wonderful to see children making progress, both in terms of socialization and with regard to learning. It is always a pleasure to see the joy pupils feel when they succeed, where they had initially failed!."

Aur¨¦lie Hue teaches at the Goyaves primary school in Saint Joseph, La R¨¦union.

"With teaching, fulfilment comes from the transformative power educators hold. The ¡¯aha¡® moments when a complex concept clicks, the excitement of students engaging in meaningful discussions, and the pride in seeing them achieve their goals are unparalleled rewards. The opportunity to innovate teaching methods and create stimulating environments adds layers of satisfaction."

Adokwei Ayikwei-Awulley teaches Ghanaian language and culture in Accra. He benefi tted from the multistakeholder UNESCO-led Norwegian Teacher Initiative.

"I believe that to build a strong house it requires a strong foundation. I try to provide children with a solid foundational education for a better future. They learn rhymes, letters and sounds from me. This way, they can excel and build a stronger country. They can pursue careers that will contribute to the creation of a beautiful world."

Madhusudan Mondal teaches in a primary school in the village of Tarapurdanga in West Bengal, as part of a programme of non-formal education?in rural areas led by Tomorrow¡¯s Foundation.

"Teaching is my passion because I believe in nurturing our future. Growing up in a low-income tribal community, accessing education was challenging. Thanks to our community learning system, I'm now a teacher, fulfilling my dream and increasing community involvement in our village's education."

Chanda Soren teaches in a primary school in the village of Tarapurdanga in West Bengal, as part of a programme of non-formal education?in rural areas led by Tomorrow¡¯s Foundation.

"I feel proud to help educate destitute children living in these slum areas. Meeting former students who were able to enroll in public schools after completing their studies with Hope Bus makes me happy. It encourages others in these areas to complete their studies and motivates parents to support their children."

Sarah Salah Qaseem is an Iraq Arabic language teacher working at Hope Bus in Baghdad.

"What I like in teaching is the relationship between me and my students. I try to let them trust and feel safe with me. When learners feel safe, they can communicate better and learn better. It's nice when you feel that you have left something with them, in their minds. They will not forget you."

Aysha Wehbe teaches English in a secondary school in Beirut. She participated in the TAMAM Project, which received the UNESCO-Hamdan Prize for Teacher Development 2022.

"The passion you bring to learning is transferable. Students sense the energy in the classroom. Their readiness to learn holds you accountable as a teacher. It makes you work harder and go further to meet their expectations. When you notice that they are engaged and enjoying the learning process, it¡¯s really a beautiful feeling."

Zakaria?Hamadeh is a secondary school English teacher. He participated?in?the TAMAM Project,?laureate of the UNESCO-Hamdan?Prize?for?Teacher?Development?2022.

"Whenever I go into a classroom, I always remind myself that I am there to make a change in every student's life. What I find fulfilling are the words of my students when they look up and say: thank you for making this change. It gives me a sense of achievement."

Aya?Baydoun is a counselor and career guidance coach at the Lebanese International School in Beirut. She participated in the TAMAM Project,?which received the UNESCO-Hamdan Prize for Teacher Development for 2022.

"I love to see the look in students¡¯ eyes when they grasp an idea or concept for the fi rst time. It¡¯s a really nice feeling. It¡¯s fulfi lling knowing I made a difference and had an infl uence. We grow with them too and learn a lot from them, just as they learn from us."

Raina Zeid Saad is a mathematics and physics coordinator for secondary school pupils?at St. Mary's Orthodox College in Beirut. She?participated?in the TAMAM Project,?which?received?the UNESCO-Hamdan?Prize?for Teacher?Development?2022.

"Teaching inside prisons is very rewarding. The inmates receive us with open arms and open hearts. When the exchange is made within this context, a wave of empathy and gratitude blossoms. It's like opening a little window of freedom inside their minds, hearts and souls."

Inez Aires is a yoga teacher at Estabelecimento Prisional de Sintra prison in Sintra.

"My students are adults who dropped out of school at an early age. I find it fulfilling to watch their self-esteem and self-confidence grow and see the happy looks on their faces when they realize they are still capable of learning new skills. Teaching adults is one of the most rewarding experiences a teacher can have."

Cristina Soeiro is an?English teacher at?the Escola B¨¢sica e Secund¨¢ria?in Carcavelos.

"What I find fulfilling about teaching is the fact that it's a two-sided process. Not only are we teaching; we are also learning. My students come from various countries with diverse cultures, having arrived in Europe as refugees. This situation has provided me, as a teacher, with many learning opportunities."

S¨¦rgio Conde?o is a teacher with the Portuguese Council for Refugees in Lisbon.

"I really enjoy supporting my students with disabilities. The key is to put people at the centre of the discussion. Whenever a student asks a question, disagrees, laughs or expresses joy, I feel great happiness."

Wanda Diaz-Merced lost her sight before completing her astrophysics studies. Now a researcher at the Universit¨¦ Paris Cit¨¦ and the Universidad del Sagrado Coraz¨®n, she teaches online courses on gravitational waves.

"What I find fulfilling about teaching is knowing I ignite growth in our learners and in other teachers, and that I impact the community I serve. I like making teaching desirable and inspiring colleagues across the globe by sharing best practices on social media platforms."

Agnes Rasesemola is a physical sciences teacher and principal of the Sunrise View Secondary School in North West Province. She is the African Union Continental Teacher Award Winner 2021.

"I find teaching fulfilling because it can break cycles of poverty. You can see a learner who came literally from a shack become a lawyer, doctor or engineer. Through information and communication technologies (ICT) I can network with other teachers, creating opportunities for learners. ICT is an equalizer, allowing urban and rural learners equal access and resources."

Rima Neo Maria Sifudi is the departmental head of languages at the Sunrise View Secondary school in the North West Province.

"Changing children's lives for the better is fulfilling. Seeing a human being who lacked self-belief flourish is fulfilling. Teachers shape the character and behaviour not only of learners, but of the entire community. My learners enter the real world as good citizens who play positive roles in society."

Kagiso Maimela teaches geography at the Sunrise View Secondary school in the North West Province.

"As I help my students grow and continue to support them, I am able to make positive connections and build a positive relationship. It is extremely rewarding when they express their gratitude to me."

Myungjun Kim teaches?6th grade students in Wonju.

"I always cherish learners because I become a lasting part of their memories. I¡¯m immensely grateful when they return to see me later in life as adults and reminisce about their school days. I know that my role was important."

Chansoo Park works as teacher in Wonju. He was a finalist for the Global Teacher Prize 2021.

"I was a timid student with low self-esteem when I was younger, but school changed my life. I want to be a good teacher who can change someone's life in the same way, so I try to treat children with love every day and do my best. I want to continue to be the kind of teacher who strives for the best for my pupils."

Yerin Jeon works as a teacher in Wonju.

"What I find fulfilling as a teacher is our role in transforming students and engaging in an enriching global educational community. We work together to develop key skills in students and then let them experiment independently. It¡¯s rewarding to be part of a diverse community where we collaborate, debate and learn together."

Guillaume Chevallier is a physics and chemistry teacher at the Franco-German lyc¨¦e in Fribourg-en-Brisgau.

"We try to create an environment of safety, peace, and balance for our students. Our school is a place where they can not only learn, but also communicate with each other. They feel protected. Following the occupation, children, parents and concerned residents all came here with joy. We restored the school together. Our task is to make the children forget about the misery and fear they felt during the occupation."

Yuliya Serhiivna Lysenko is director of the Novogrebelska school in?Borodyanska Territorial Community.

"I think everyone will agree with me that children should study and acquire the skills for a future profession. This is not solely the responsibility of teachers, but also of parents and of the government. I take great pleasure in working with children. When they are happy, I know I am doing my job. A child¡¯s laughter, a child¡¯s smile: what could be more inspirational?"

Pogorelov?Oleksandr?Mykolaiovych is a teacher?in the village of?Shandrygolove?near Liman, Donetsk region.