In order to achieve the SDGs and realize a Regional Circular and Ecological Sphere, it is necessary to consider ways to solve social issues in a complex manner while utilizing existing frameworks. “Human resources for environmental innovation” who can operate in various fields and think about problem-solving methods through stakeholder collaboration are required. However, the methodology of human resources development in the society is still under development. I focus on the following two elements to acquire skills to be able to connect different stakeholders; (1) active learning, (2) including collaboration with multiple stakeholders.

The above two points were considered while conducting the “Let’s Protect the Earth” Project within the biosphere environmental science project training at Toho University. The first assumption was that targeting familiar problems within the university and collaborating with related parties within the university would be an opportunity for students to acquire the ability to coordinate, thus advancing the project. Furthermore, it was observed that the involvement of students was also effective in changing the consciousness of those involved in the university. The second assumption was that the participation of students majoring in different subjects could contribute to the realization of a better project by incorporating various perspectives into the project.

Although population decline is progressing in the local city, the “next generation” is considered to have great potential as a leader in local creation activities. Therefore, this study discusses the direction of creation activities that can be achieved local Sustainable Development Goals (SDGs). Moreover, we also highlight the mechanisms that support such activities.

We clarify the requirements to engage an “active population” and the next generation of leaders. We also explain the stakeholder challenges involved in becoming an SDG-advanced city.

Subsequently, as a means of managing and regenerating impoverished local cities, we developed a model for collaborative activities and created a comprehensive list of local creation activities that solve the problems of local and international communities while satisfying the needs of each stakeholder. Next, we showed how the next generation can learn from collaborative activities and the direction of local revitalization activities through inquiry-based learning in school. As an example, we looked at learning via an intergenerational exchange on a university campus.

However, there is a limit to achieving the SDGs through schools alone. Therefore, we showed how an SDG actor certification system and next-generation activity potential indicators are potential mechanisms which can be used to promote collaborative activities led by the next generation.