The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.
If the inline PDF is not rendering correctly, you can download the PDF file here.
1. Bologna Declaration on the European Space for Higher Education (1999). Association of European Universities. Retrieved 21/05/2017 from: http://www.unige.ch/cre
2. Common European Framework of Reference for Languages: Learning Teaching Assessment (2001). Cambridge: Cambridge University Press.
3. European Commission (2017). Recent Developments in European Higher Education Systems. European Commission staff working documents (SEC 1063 final). Retrieved 21/09/2018 from http://ec.europa.eu/education/pub/pdf/higher/modernisation.pdf
4. Filho L. W. Caeiro S. Jabbour Ch. & Azeiteiro U. M. (2013). Sustainability Assessment Tools in Higher Education Institutions. Dordrecht Netherlands: Springer International Publishing.
5. Filho L. W. (2015). Education for Sustainable Development in Higher Education. In Transformative Approaches to Sustainable Development at Universities 3 – 10. (p. 3-12). Dordrecht Netherlands: Springer International Publishing.
6. Flowerdew J. (2013). Discourse in English Language Education. NY: Routledge.
7. Galkutė L. (2005). Universities for social development. Walter Leal Filho Arnolds Ubelis (Eds.). Integrative approaches towards sustainability in the Baltic Sea Region. (p. 267–273). Peter Lang Europaisher Verlag der Wissenshaften.
8. Galkutė L. (2014). A Quality Assurance System Based on the Sustainable Development Paradigm: The Lithuanian Perspective. In Sustainable Development and Quality Assurance in Higher Education. (p. 114 – 131). NY: Palgrave Macmillan.
9. Iwaniec D. M. Childers D. L. VanLehn K. & Wiek A. (2014). Studying teaching and applying sustainability visions using systems modelling. Sustainability 6 4 452-4 469.
10. Maslow A. H. (1970). Motivation and Personality. NY: Harper & Row.
11. Talloires Declaration (1990). Retrieved 21/11/2018 from ulsf.org/wpcontent/uploads/2015/06/TD.pdf
12. Tilbury D. (2011). Are We Learning to Change? Mapping Global Progress in Education for Sustainable Development in the Lead up to „Rio Plus 20“. In Global Environmental Research. Education for Sustainable Development: Promises and Challenges 14(2) 101-107.
13. Wiek A. Withycombe L. Redman Ch. (2011). Key Competences in Sustainability: a Reference Framework for Academic Program Development. In Integrated Research System for Sustainability Science 6 203–218.