Fostering sustainability literacy and action through language education: perspectives and practices across regions
-
Maria-José de la Fuente
,
Kiley Kost
Abstract
This activity report explores the integration of Education for Sustainable Development (ESD) in language pedagogy, focusing on its potential to equip students with both linguistic proficiency and the competencies needed to address complex global challenges. Rooted in the context of TU (Technical University) Dublin’s commitment to embedding sustainability in Higher Education curricula, the activity report builds on insights from a 2023 roundtable discussion convened by two of the authors in collaboration with CercleS and the United Nations Institute for Training and Research (UNITAR) on the occasion of its first Research conference. Featuring perspectives from scholars in sustainability and language education, the event explored innovative pedagogical approaches, challenges, and opportunities in the field of Education for Sustainable Development (ESD) in second/foreign language pedagogy. Drawing on examples from various language programs, the report discusses innovative pedagogical approaches and highlights specific models that integrate sustainability literacy into the teaching of languages. It also addresses challenges in embedding sustainability content into language curricula, including institutional resistance, teacher readiness, and the need for interdisciplinary collaboration. The activity report concludes by advocating for language educators to actively incorporate sustainability topics into their teaching, leveraging familiar themes and drawing on global networks to enhance learning outcomes and contribute to sustainable development.
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© 2025 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- 10.1515/cercles-2025-frontmatter2
- Introduction
- Language learning across cultures and continents: exploring best practices of dialogue, collaboration and innovation
- Research Articles
- Students’ perceptions of a sense of belonging in Language Centre courses – What role do teachers play?
- Use of ePortfolios in EAP classes to facilitate self-efficacy through the improvement of creative, organizational, reflective, revision and technological skills
- Boosting learner autonomy through a learner diary: a case study in an intermediate Korean language class
- Examining the (in)accuracies and challenges when rating students’ L2 listening notes
- The relationship between English Medium Instruction and motivation: a systematised review
- Generative AI in teaching academic writing: guiding students to make informed and ethical choices
- Developing writing skills and feedback in foreign language education with chatGPT: a multilingual perspective
- Activity Reports
- Fostering sustainability literacy and action through language education: perspectives and practices across regions
- Receptive communication skills to support inclusive learning in the multilingual classroom: a workshop for university teaching staff
- The challenge of LSP in languages other than English: adapting a language-neutral framework for Japanese
- Promoting autonomous learning amongst Chinese learners of Japanese – introducing flipped learning and learner portfolios
Articles in the same Issue
- 10.1515/cercles-2025-frontmatter2
- Introduction
- Language learning across cultures and continents: exploring best practices of dialogue, collaboration and innovation
- Research Articles
- Students’ perceptions of a sense of belonging in Language Centre courses – What role do teachers play?
- Use of ePortfolios in EAP classes to facilitate self-efficacy through the improvement of creative, organizational, reflective, revision and technological skills
- Boosting learner autonomy through a learner diary: a case study in an intermediate Korean language class
- Examining the (in)accuracies and challenges when rating students’ L2 listening notes
- The relationship between English Medium Instruction and motivation: a systematised review
- Generative AI in teaching academic writing: guiding students to make informed and ethical choices
- Developing writing skills and feedback in foreign language education with chatGPT: a multilingual perspective
- Activity Reports
- Fostering sustainability literacy and action through language education: perspectives and practices across regions
- Receptive communication skills to support inclusive learning in the multilingual classroom: a workshop for university teaching staff
- The challenge of LSP in languages other than English: adapting a language-neutral framework for Japanese
- Promoting autonomous learning amongst Chinese learners of Japanese – introducing flipped learning and learner portfolios
