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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.

Keywords

education for sustainable development, environment, language pedagogy, society, sustainability literacy

Publication Date

2025-10-27

Publication Title

Language Learning in Higher Education

Volume

15

Issue

2

ISSN

2191-611X

First Page

485

Last Page

493

Deposit Date

2026-02-24

Funding

The collaboration was supported by Sabina Schaffner (CercleS President in 2023) and Carmen Argondizzo (CercleS Vice-President in 2023).

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