An Analysis of SDG-Integrated Lesson Plans by Pre-service English Language Teachers.
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| Title: | An Analysis of SDG-Integrated Lesson Plans by Pre-service English Language Teachers. |
|---|---|
| Authors: | Bayram, İlknur1 ilknur.bayram@pa.edu.tr, Canaran, Özlem2 ozlemcanaran@hacettepe.edu.tr |
| Source: | TESL-EJ. May2026, Vol. 30 Issue 1, p1-17. 17p. |
| Subject Terms: | *Lesson planning, *Content & language integrated learning, *Curriculum planning, *English teachers, *Critical thinking, Sustainable development, Professional competence |
| Reviews & Products: | Sustainable Development Goals (United Nations) |
| Abstract: | This study examines how pre-service English teachers (PSETs) integrate the Sustainable Development Goals (SDGs) into language teaching. Grounded in Education for Sustainable Development (ESD) and Content and Language Integrated Learning (CLIL), it investigates which SDGs are prioritized, how learning outcomes reflect sustainability competencies, and how pedagogical tasks support sustainability-oriented thinking. The study was conducted in a compulsory "Teaching Language Skills" course at a Turkish public university. Following a workshop on ESD and the SDGs, 102 PSETs worked in groups to design 45-minute lesson plans for young adult learners. A qualitative document analysis of 27 lesson plans examined thematic focus, competency alignment, and pedagogical design. Environmental themes were most common, particularly SDG 13 and SDG 12, while SDGs 2, 4, and 15 were rarely addressed. Learning outcomes most frequently emphasized critical thinking and normative competencies, whereas anticipatory competency appeared only minimally. Although relatively few in-class outcomes explicitly reflected ESD pedagogies, homework tasks often extended lessons through action-oriented learning. Overall, the findings suggest that PSETs can incorporate sustainability themes into language teaching, but teacher education programs may need to place greater emphasis on future-oriented thinking within ESD. [ABSTRACT FROM AUTHOR] |
| Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194541080 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An Analysis of SDG-Integrated Lesson Plans by Pre-service English Language Teachers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bayram%2C+İlknur%22">Bayram, İlknur</searchLink><relatesTo>1</relatesTo><i> ilknur.bayram@pa.edu.tr</i><br /><searchLink fieldCode="AR" term="%22Canaran%2C+Özlem%22">Canaran, Özlem</searchLink><relatesTo>2</relatesTo><i> ozlemcanaran@hacettepe.edu.tr</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22TESL-EJ%22">TESL-EJ</searchLink>. May2026, Vol. 30 Issue 1, p1-17. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Lesson+planning%22">Lesson planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+%26+language+integrated+learning%22">Content & language integrated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+development%22">Sustainable development</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink> – Name: SubjectProduct Label: Reviews & Products Group: Su Data: <searchLink fieldCode="PS" term="%22Sustainable+Development+Goals+%28United+Nations%29%22">Sustainable Development Goals (United Nations)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examines how pre-service English teachers (PSETs) integrate the Sustainable Development Goals (SDGs) into language teaching. Grounded in Education for Sustainable Development (ESD) and Content and Language Integrated Learning (CLIL), it investigates which SDGs are prioritized, how learning outcomes reflect sustainability competencies, and how pedagogical tasks support sustainability-oriented thinking. The study was conducted in a compulsory "Teaching Language Skills" course at a Turkish public university. Following a workshop on ESD and the SDGs, 102 PSETs worked in groups to design 45-minute lesson plans for young adult learners. A qualitative document analysis of 27 lesson plans examined thematic focus, competency alignment, and pedagogical design. Environmental themes were most common, particularly SDG 13 and SDG 12, while SDGs 2, 4, and 15 were rarely addressed. Learning outcomes most frequently emphasized critical thinking and normative competencies, whereas anticipatory competency appeared only minimally. Although relatively few in-class outcomes explicitly reflected ESD pedagogies, homework tasks often extended lessons through action-oriented learning. Overall, the findings suggest that PSETs can incorporate sustainability themes into language teaching, but teacher education programs may need to place greater emphasis on future-oriented thinking within ESD. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.55593/ej.30117a6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1 Subjects: – SubjectFull: Lesson planning Type: general – SubjectFull: Content & language integrated learning Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: English teachers Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Sustainable development Type: general – SubjectFull: Professional competence Type: general – SubjectFull: Sustainable Development Goals (United Nations) Type: general Titles: – TitleFull: An Analysis of SDG-Integrated Lesson Plans by Pre-service English Language Teachers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bayram, İlknur – PersonEntity: Name: NameFull: Canaran, Özlem IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10724303 Numbering: – Type: volume Value: 30 – Type: issue Value: 1 Titles: – TitleFull: TESL-EJ Type: main |
| ResultId | 1 |
