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Transforming Foreign Language Teaching: Integrating Sustainable Development into Higher Education

By Dr. Dileta Jatautaitė | November 12, 2025
Case Studies | Innovation | Management | Research Reviews

artificial intelligence Authentic leadership Education electronic visual aids Ethics foreign language instruction Foreign Language Teaching and Learning for Specific Purposes global challenges higher education metacognitive learning Organizational trust pedagogical technology sustainability Workplace transformation

Research Overview

The field of Foreign Language Teaching and Learning (FLTL) for Specific Purposes (SP) is experiencing a transformative paradigm shift, both nationally and globally. This shift is a response to multifaceted global challenges, including but not limited to, the COVID-19 pandemic, armed conflicts, artificial intelligence, climate change, and social inequality. In response to these challenges, education, particularly FLTL for SP in higher education, is adapting to a “new normal” characterized by integrated curricula and programs.

Introduction

The field of Foreign Language Teaching and Learning (FLTL) for Specific Purposes (SP) is evolving worldwide in response to global challenges like COVID-19, war conflicts, Artificial Intelligence, climate change, and social inequality. This review explores the relationship between FLTL for SP and sustainable development, highlighting the importance of aligning higher education with the United Nations’ Sustainable Development Goals (SDGs) (United Nations, 2015).
Sustainable development, historically associated with environmental concerns, now encompasses social justice. FLTL for SP can address both environmental and social sustainability, playing a crucial role in achieving sustainable development goals.
Therefore, it is imperative to provide adequate support for the development of language education, especially in the context of FLTL for SP. This approach can significantly enhance the impact of FLTL for SP on sustainability. Integrating SD principles into language learning is vital, as it directly addresses major global concerns. The importance of this integration is underscored by multiple studies and researchers, emphasizing the significance of learning sustainable development through the content of FLTL for SP (Feinstein, Mach, 2019; Lutz et al., 2014; Olsson et al., 2019).

Methodology

The methodology employed in the research focuses on integrating SD competencies into the content of FLTL curriculum/programs for SP. The research employs a combination of research methods, including critical analyses of sources, modeling, and a quantitative research that involves a questionnaire containing both closed and open-ended questions.

Why Sustainability Matters in Language Education

The research is motivated by the global adoption of ESD frameworks in higher education institutions. These frameworks serve as guidelines for institutions and educators as they reconfigure their curricula and teaching approaches to align with sustainability principles. Furthermore, the Education 2030 Framework for Action emphasizes the importance of ensuring that all learners acquire the knowledge and skills required to promote sustainable development by 2030, aligning with SDG 4 – “Ensuring quality, inclusive, and equitable education for all.” (UNESCO, 2017, p. 21). The concept of SD in FLTL for SP has garnered significant attention from researchers since the publication of the Brundtland Report in 1987 (1987). The significance of education in achieving SD objectives is emphasized by scholars, international resolutions, and charters. Scholars assert that education plays a critical role in addressing SD and is essential for successful implementation into FLTL for SP curriculum/programs.

The Gap Between Sustainability Policy and Educational Practice

Despite global policies advocating the integration of SD in higher education curriculum, very few universities have fully implemented SD across all dimensions. SD is not yet a predominant focus in academic disciplines or the broader higher education landscape. Consequently, there is a significant demand for research that addresses the implementation of SD in higher education curriculum/programs, specifically in the context of FLTL for SP. Notably, FLTL for SP has evolved significantly, emerging as a central aspect of this educational field

Purpose of the Study

The primary aim is to implement SD competencies into FLTL for SP curriculum/programs to enhance students’ awareness and skills in SD.

What This Study Seeks to Achieve. Determine how to implement SD competencies in FLTL for SP curriculum/programs to raise students’ awareness and confidence in SD. Identify the essential SD competencies that should be integrated into FLTL for SP curriculum/programs.

Conceptual Foundations of the Study

The research is grounded in the concept of Sustainable Learning and Education (SLE), which emphasizes the development and dissemination of renewable, sustainable curriculum and instructional practices that equip students with the knowledge, skills, and attitudes necessary to thrive in complex and ever-changing contexts. UNESCO defines ESD as equipping students of all ages with the information, skills, values, and attitudes needed to address global issues such as climate change, environmental degradation, poverty, and inequality (UNESCO, 2017).

Key Findings

The research employs a mixed-method approach, combining critical analysis, modeling, and a questionnaire survey to investigate the integration of SD competencies into FLTL for SP curriculum/programs. This research is motivated by the global shift towards ESD frameworks and the pressing need to address sustainability in higher education. The findings from this research are expected to contribute to the effective integration of SD principles into FLTL for SP, enhancing students’ SD awareness and competencies. The research also addresses the broader issue of sustainability in higher education, which is of global significance. In this research, it was aimed to investigate the impact of incorporating SD competencies into FLTL curriculum/programs for SP. The research demonstrated that integrating SD competencies into FLTL for SP curriculum effectively raised students’ awareness and equipped them with valuable knowledge, skills, and competencies for their future careers and social justice advocacy. It highlighted the critical role of SD education in shaping students’ thinking and choices across different aspects of life.

Insights

Ultimately, this research underscores the significance of the five SD competencies and recommends pedagogical approaches that prioritize active, collaborative, and applied learning methods. It emphasizes the successful integration of SD competencies into the FLTL curriculum, leading to increased awareness, knowledge, skills, and competencies essential for students’ future careers. Furthermore, the research highlights the role of SD education in fostering critical thinking and responsible decision-making. The research promotes the idea that foreign language learning through the lens of SD can prepare students for real-life business applications and promote lifelong learning. The research’s findings advocate for the importance of integrating SD into FLTL for students, especially in higher education, aligning with the UN SD Goal 4, which aims to “Ensure inclusive and quality education for all and promote lifelong learning.” (UNESCO, 2017.) This conclusion demonstrates the relevance and significance of sustainability literacy in diverse academic contexts and its potential to contribute to a more sustainable future. The research showed that VU BS students with SD knowledge and competencies are better prepared for the modern business world. Many organizations are increasingly focusing on sustainability and corporate social responsibility. Business English students equipped with SD skills may be more appealing to employers looking for individuals who understand and can contribute to sustainable business practices. Moreover, graduates from VU BS may have a competitive edge in the job market, especially when applying for positions in multinational companies, NGOs, or any organization with a global reach. Their ability to communicate in English while also understanding and promoting sustainability can set them apart from graduates of universities that do not offer such a curriculum.

References