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Greening Language Learning Pathways: Three Sustainable Practices Using the STAR Framework

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  • Meral Yıldırım

    (Department of Turkish Education, Faculty of Education, Yıldız Technical University, Istanbul 34349, Turkey)

  • Talat Aytan

    (Department of Turkish Education, Faculty of Education, Yıldız Technical University, Istanbul 34349, Turkey)

Abstract

Earth is currently facing a multifaceted planetary emergency, primarily due to a lack of fundamental knowledge regarding critical global issues. This situation necessitates the integration of the 17 Sustainable Development Goals (SDGs) established by the United Nations, which are to be achieved by 2030, into educational curricula. Such integration will ensure that future generations develop a comprehensive understanding of emerging threats and assume shared responsibility for sustaining the planet. In this context, language education serves as a foundational means of fostering global awareness. In this paper, the Common European Framework of Reference for Languages is adopted as a guide for pedagogical alignment and language development. Three course plans have been developed for A1, B1, and C1 proficiency levels to raise awareness of sustainability and enhance language competencies. Nature-related themes have been integrated into teaching Turkish as a foreign language using the STAR (Situation, Task, Action, Result) framework. Consequently, learners of Turkish as a foreign language engage with meaningful, real-life contexts that relate to the environmental and climate components of the SDGs. Based on this framework, this study aims to foster both linguistic and ecological literacy through the integration of sustainability themes into foreign language teaching.

Suggested Citation

  • Meral Yıldırım & Talat Aytan, 2025. "Greening Language Learning Pathways: Three Sustainable Practices Using the STAR Framework," Sustainability, MDPI, vol. 17(5), pages 1-19, February.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:5:p:2046-:d:1600936
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