Disseminating Sustainable Development Education in English language through individuals learning capabilities and institutional infrastructural initiatives

Xiao, Yonghe; Pan, Lei

doi:10.1080/1331677x.2022.2052336

Cited by 3 publications

(5 citation statements)

References 33 publications

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“…Formation of sustainable development competence at foreign language classes (in a non-Anglophonic educational environment) An analysis of the scientific literature on the formation of SDCs has revealed a significant number of works that focus on this process in foreign language classes within non-Anglophonic educational environments (Xiao and Pan, 2022;Acta and Margarita, 2018;Bekteshi and Xhaferi, 2020;Lavrysh and Lytovchenko, 2019;Yuan et al, 2022). These works have contributed to a more refined understanding of the interdisciplinary approach to SDC formation.…”

Section: Competencies In Ukrainian Englishmentioning

confidence: 99%

“…However, universities have encountered challenges in implementing interdisciplinary approaches to ESD, primarily due to organisational barriers (Melles, 2019) and the dominance of a monodisciplinary teaching principle (Lindvig and Ulriksen, 2019). Furthermore, there may be hesitations among teachers and students regarding the integration of interdisciplinary perspectives for the purpose of SD (Xiao and Pan, 2022; Braßler and Block, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…International cooperation is crucial for training professionals who possess the necessary skills for sustainable development in HEIs. These individuals should be capable of thinking systematically and strategically, making informed interdisciplinary decisions and actively engaging in civic participation to address current SD challenges (Wals and Jickling, 2002; Xiao and Pan, 2022). Given the global nature of ESD and the increasing intensity of migration processes in the modern world, a high level of English language proficiency, as the lingua franca of international communication and cooperation, becomes essential (Lavrysh and Lytovchenko, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Given the global nature of ESD and the increasing intensity of migration processes in the modern world, a high level of English language proficiency, as the lingua franca of international communication and cooperation, becomes essential (Lavrysh and Lytovchenko, 2019). While English serves as the primary language for communication among international HEIs, it remains an area of concern for Ukrainian students, necessitating careful consideration of content, learning materials, teacher attributes and the development of related illustrations and study materials (Xiao and Pan, 2022). Therefore, there is a pressing need to enhance the level of English language proficiency among students in Ukrainian HEIs to promote sustainable development in society.…”

Section: Introductionmentioning

confidence: 99%

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Formation of sustainable development competencies in Ukrainian English for specific purposes students

Chaikovska,

Levchyk,

Adamska

et al. 2023

IJSHE

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Purpose The purpose of this study is to examine the formation of sustainable development competencies (SDCs) in future primary school teachers during English for specific purposes classes, and to assess the correlation between English proficiency and the development of SDCs, including Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking. Design/methodology/approach The research experiment involved the application of content and language integrated learning and facilitation methods in three higher education institutions in Ukraine. The students’ level of English language proficiency was assessed based on the results of the online Cambridge English Language Assessment test, while the level of SDC formation was measured using research methods adapted to the Ukrainian context. Findings The experiment revealed positive changes in the levels of SDCs and English language proficiency through integrated learning and the application of facilitation methods. Originality/value The study established a correlation between the level of English language proficiency and the formation of competencies, such as Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking, all of which are vital for sustainable development.

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Section: Competencies In Ukrainian Englishmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Formation of sustainable development competencies in Ukrainian English for specific purposes students

Chaikovska,

Levchyk,

Adamska

et al. 2023

IJSHE

View full text Add to dashboard Cite

show abstract

“…The second approach is to adapt the existing didactic principles to the VLE model composition. For example, as indicated by Yonghe and Lei (2022), the traditional principle of sustainability of knowledge acquisition should be implemented in any model of distance learning considering the impact of the WEB 2.0 environment on the process of sustainable knowledge acquisition. Another approach is detected in studies by Chang and Kuo (2021), Hamilton et al (2020), and others where the researchers describe the didactic principles primarily on the basis of innovative ICTs, evaluating the features according to their didactic potential.…”

Section: Introductionmentioning

confidence: 99%

Didactic Principles of Modeling Virtual Learning Environments: the Analysis of Theoretical and Empirical Value

Balyshev¹

2023

EJSBS

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The article aims to analyze a range of didactic principles that have to be included in methodological substantiation when creating a model of Virtual Learning Environment (VLE) or other models of distance learning. To systematize and range the didactic principles in order of their pedagogical importance, several quantitative and qualitative research methods were used, including content analysis, questionary-based survey, and statistical data processing. The main aim of the study was to compare the didactic principles’ theoretical impact, which is based on the content analysis results, and their empirical value, indicated by students’ responses to the survey. The initial findings indicate the substantial difference between the didactic principles that are most frequently referenced in theoretical studies and the principles that are practically required to address students’ needs. The main outcome of the research is the assignment of the didactic principles into three categories: those having low theoretical and empirical value; those having low theoretical but high empirical value; and those having both high theoretical and empirical value. As such, the results of the study allow for the development of VLEs in various disciplines using relevant didactic principles that have both theoretical and empirical value.

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Sustainable EFL Blended Education in Indonesia: Practical Recommendations

et al. 2023

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The establishment of a sustainable world, ecology, and economy cannot be accomplished without the success of social relations among the world’s inhabitants. In the context of globalisation, which fosters the blending of various people’s characters and cultures, English as an international language plays a paramount role in sustaining human relations as a tool for negotiation; it functions as a signifier of social engagement for international collaboration. Therefore, Indonesian EFL teachers should incorporate sustainable education goals into their classes so students can actively produce and use the language for real-life problem solving. This paper aims to explore a conceptual study on sustainable development integration, utilising information and communications technology (ICT) for English language teaching and learning. Through library research, the notions of sustainability are investigated and the necessity of its integration into EFL instruction is explored. Furthermore, this study recommends ICT optimisation strategies that can be employed to promote sustainable development in Indonesian EFL classrooms. This study contributes to the theory by integrating a context-based and culturally appropriate blended framework towards sustainable EFL teaching and learning in Indonesia. The integrated framework and feasible recommendations should provide practical implications for the sustainability of blended language education practices in Indonesia and in countries/regions where there are contextual similarities.

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Disseminating Sustainable Development Education in English language through individuals learning capabilities and institutional infrastructural initiatives

Cited by 3 publications

References 33 publications

Formation of sustainable development competencies in Ukrainian English for specific purposes students

Formation of sustainable development competencies in Ukrainian English for specific purposes students

Didactic Principles of Modeling Virtual Learning Environments: the Analysis of Theoretical and Empirical Value

Sustainable EFL Blended Education in Indonesia: Practical Recommendations

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