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Sustainability in English Language Teaching: Strategies for Empowering Students to Achieve the Sustainable Development Goals

Author

Listed:
  • Beibei Yu

    (College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China)

  • Wu Yuan Guo

    (Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong SAR, China)

  • Hongpeng Fu

    (Khoury College of Computer Science, Northeastern University, Seattle, WA 98109, USA)

Abstract

This article systematically reviews the studies integrating sustainability into English Language Teaching (ELT), underlining the critical role of education in addressing global environmental challenges through language learning. Through an extensive literature review encompassing empirical studies, theoretical articles, and case studies from 2013 to 2023, we evaluate the methodologies for incorporating sustainability in ELT, identify the challenges faced by educators, and propose practical solutions. Key findings demonstrate various effective approaches, such as interdisciplinary curriculum designs, innovative classroom activities, specialized teacher training, and novel assessment methods, which enhance language proficiency and significantly raise students’ language-learning awareness. Despite challenges such as limited resources and alignment issues between sustainability topics and language-learning objectives, strategies like developing open educational resources and professional development programs have shown promise in overcoming these obstacles. The review underscores the importance of embedding sustainability in ELT to foster informed, responsible global citizens and highlights future research directions to further this aim. It calls for continued innovation, research, and policy support to fully realize the potential of ELT in contributing to a more sustainable future.

Suggested Citation

  • Beibei Yu & Wu Yuan Guo & Hongpeng Fu, 2024. "Sustainability in English Language Teaching: Strategies for Empowering Students to Achieve the Sustainable Development Goals," Sustainability, MDPI, vol. 16(8), pages 1-14, April.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:8:p:3325-:d:1376580
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    References listed on IDEAS

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    1. Rodrigo Lozano & Maria Barreiro-Gen & Francisco J. Lozano & Kaisu Sammalisto, 2019. "Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches," Sustainability, MDPI, vol. 11(6), pages 1-17, March.
    2. Muneer Hezam Alqahtani & Ibrahim A. Albidewi, 2022. "Teachers’ English Language Training Programmes in Saudi Arabia for Achieving Sustainability in Education," Sustainability, MDPI, vol. 14(22), pages 1-17, November.
    3. Walter Leal Filho & Amanda Lange Salvia & Fernanda Frankenberger & Noor Adelyna Mohammed Akib & Salil K. Sen & Subarna Sivapalan & Isabel Novo-Corti & Madhavi Venkatesan & Kay Emblen-Perry, 2021. "Governance and sustainable development at higher education institutions," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 23(4), pages 6002-6020, April.
    4. Moulieswaran N & Prasantha Kumar N S, 2023. "Investigating ESL Learners’ Perception and Problem towards Artificial Intelligence (AI) -Assisted English Language Learning and Teaching," World Journal of English Language, Sciedu Press, vol. 13(5), pages 290-290, May.
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    1. repec:bcp:journl:v:9:y:2025:i:24:p:876-884 is not listed on IDEAS
    2. Suhair Eyad Al-Alami, 2026. "Sustainability in English Language Acquisition: Points to Explore," World Journal of English Language, Sciedu Press, vol. 16(2), pages 420-420, March.

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