Films That Inspire: How Andrew Dy Used Storytelling to Inspire Students in The Philippines to create Advocacy Videos
“The learning experience for our students was deeply transformative and reflective. The films opened their eyes to the idea that social change begins within—by cultivating empathy, awareness, and courage. Through guided discussions and creative collaboration, they learned to connect their personal values with global challenges, recognizing that leadership and compassion are inseparable.”
Andrew Dy, Changemaker and Educator from Cebu City, The Philippines. For the APCEIU SDG Challenge: Using Film to Advance Media Information Literacy and Global Citizenship Education, Dy chose to screen three films Turning the Student Mind, Can’t Hide Me, and Taking Flight to around 200 students and encourage them to explore empathy, self-reflection, and social responsibility intertwine in hopes of shaping them as global citizens.
The film Turning the Student Mind, follows the story of three students in Molly Beauregard’s sociology class as they experience her innovative curriculum. Through their stories and classroom moments, the film shows how Beauregard’s approach fosters strong scholarship along with deep self-reflection and a sense of inner potential. The second film, Can’t Hide Me, explores how women and girls often face subtle, silent forms of oppression that limit their freedom and dreams. The story follows Parvati, Mallika, and Heena—three women who’ve never met but share a common struggle—as they take bold steps to reclaim their rightful spaces and challenge the invisible barriers that restrict women’s lives. The third film, Taking Flight, is the story about Mayan educator Ingrid Villaseñor, who creates her own community-centered school. By offering holistic support—meals for students and workshops for parents—she works to rebuild and strengthen her community in Panajachel. Through these stories Dy sought to encourage students to connect with Sustainable Development Goal 3: Good Health and Wellbeing, Sustainable Development Goal 4: Quality Education, Sustainable Development Goal 5: Gender Equality, Sustainable Development Goal 10: Reduced Inequalities, Sustainable Development Goal 11: Sustainable Cities and Communities, Sustainable Development Goal 16: Peace, Justice and Strong Institutions, and Sustainable Development Goal 17: Partnership for the Goals.
Q&A WITH SIMA
Why did you choose the SIMA Academy film Turning the Student Mind, Can’t Hide Me, and Taking Flight?
I chose these three SIMA Academy films because each one carries powerful values and offers meaningful opportunities to inspire students both inside and outside the classroom. Tuning the Student Mind introduces the idea that personal transformation and mindfulness are essential foundations for meaningful social change. It helped students see that the way we behave on digital platforms often reflects our inner state—and that empathy, self-awareness, and presence can counteract online cruelty. I selected Can’t Hide Me because I knew students would draw strength from the courage of women reclaiming their voices. The film allowed them to recognize similar dynamics in online spaces, where many young people feel silenced or targeted. It encouraged them to consider how taking a stand—however small—can create safer and more inclusive digital communities. Finally, Taking Flight highlights resilience, collaboration, and inclusive action. These values resonated strongly with students, especially as they connected them to real-world challenges. Together, the films offered a holistic lens for understanding both inner development and social responsibility.
How did the screening meet your objectives for the overall event?
The objective for the screenings was to open the minds of students and have them reflect on the SDGs. We wanted the events to inspire students to take leadership and collaborate with other stakeholders. The students exceeded our expectations as they showed empathy, humility, and perseverance. They learned to translate reflection into action, transforming insights from the films into tangible social impact. The campaigns strengthened their sense of civic responsibility and helped them understand how personal growth and community service are deeply interconnected.
The experience affirmed that film can be a powerful catalyst for youth leadership and moral imagination.
Can you tell us if and how this event changed the audience’s awareness of the subject matter?
Students described the process as both eye-opening and empowering. Tuning the Student Mind encouraged them to slow down, listen, and engage in mindful reflection, which became essential in how they approached their advocacy projects. Can’t Hide Me inspired them to confront issues of discrimination and injustice, teaching them that silence can perpetuate harm. Taking Flight reminded them that even small actions, when rooted in purpose, can rebuild communities and restore hope.
What were the main topics of discussion at the event?
After viewing Tuning the Student Mind, Can’t Hide Me, and Taking Flight, our students engaged in thoughtful reflection on how personal awareness and social responsibility intersect in today’s world. Their discussions centered on one essential question: How do we turn empathy into action? The films encouraged them to look inward, confront their own assumptions, and recognize that meaningful change begins with self-awareness, courage, and collaboration—core principles of the Inner Development Goals (IDGs).
From these reflections emerged two student-led projects. The first was a collaborative video campaign on online bullying, created in partnership with various student organizations. Inspired by Tuning the Student Mind, the project highlighted mental and emotional well-being, respect, and digital empathy. Students examined how online behavior shapes others’ sense of self-worth and belonging. Influenced by Can’t Hide Me, they were motivated to challenge silence and discrimination, advocating for safe and inclusive online spaces. The final video featured personal testimonies, creative storytelling, and messages of kindness that resonated across the school community, sparking open conversations about responsible digital citizenship.
The second project arose in response to the recent earthquake in northern Cebu. Moved by Taking Flight, which depicts community rebuilding grounded in education and compassion, students organized a relief drive and produced a short documentary celebrating solidarity in times of crisis. Working with school clubs, teachers, and families, they coordinated the collection and distribution of relief goods. Beyond material support, students applied their communication and media skills to raise awareness about community resilience and shared responsibility—transforming empathy into meaningful social engagement.
Please share a memorable moment during your event.
A memorable moment was to be able to see how throughout this process, the classroom became a space of co-creation and shared purpose. Students connected key IDGs—especially being, relating, and collaborating—with the Sustainable Development Goals on well-being, equality, and partnerships. Through the lens of Global Citizenship Education (GCED), they came to see themselves not just as learners, but as active contributors in addressing both digital challenges and real-world issues.
