University Language Students' Evaluations of Ecological, Social, Cultural and Economic Sustainability and Their Importance in Language Teaching
Saved in:
| Title: | University Language Students' Evaluations of Ecological, Social, Cultural and Economic Sustainability and Their Importance in Language Teaching |
|---|---|
| Language: | English |
| Authors: | Salla-Riikka Kuusalu, Päivi Laine, Minna Maijala, Maarit Mutta, Mareen Patzelt |
| Source: | International Journal of Sustainability in Higher Education. 2024 25(9):1-18. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Students, Modern Language Curriculum, Second Language Learning, Sustainability, Teacher Education, Language Teachers, Holistic Approach |
| Geographic Terms: | Finland |
| DOI: | 10.1108/IJSHE-05-2023-0169 |
| ISSN: | 1467-6370 1758-6739 |
| Abstract: | Purpose: This study aims to explore how university language students evaluate different sustainability themes and examine the overall relevance of ecological, social, cultural and economic sustainability dimensions in language education. Design/methodology/approach: A questionnaire was designed to study Finnish university language students' (n = 55) order of priority for sustainability dimensions and their sub-themes and the justifications for the priority orders using a mixed methods design. Qualitative content analysis was conducted using NVivo software, and weighted rankings were used to analyse the quantitative data. Findings: The findings of the study showed that language students evaluated the social and cultural dimensions as the most relevant in language teaching. In all dimensions, students approached sustainability mainly by prioritising larger issues and advancing towards smaller ones. Most non-directional responses appeared in the economic dimension. In addition, individual prioritising and justification approaches varied between different sustainability dimensions. Originality/value: To the best of the authors' knowledge, no previous studies have examined language students' evaluations of and justifications for all four sustainability dimensions. The results highlight the need to use multiple, holistic approaches and systems thinking to incorporate education for sustainable development. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1412161 |
| Database: | ERIC |
| Abstract: | Purpose: This study aims to explore how university language students evaluate different sustainability themes and examine the overall relevance of ecological, social, cultural and economic sustainability dimensions in language education. Design/methodology/approach: A questionnaire was designed to study Finnish university language students' (n = 55) order of priority for sustainability dimensions and their sub-themes and the justifications for the priority orders using a mixed methods design. Qualitative content analysis was conducted using NVivo software, and weighted rankings were used to analyse the quantitative data. Findings: The findings of the study showed that language students evaluated the social and cultural dimensions as the most relevant in language teaching. In all dimensions, students approached sustainability mainly by prioritising larger issues and advancing towards smaller ones. Most non-directional responses appeared in the economic dimension. In addition, individual prioritising and justification approaches varied between different sustainability dimensions. Originality/value: To the best of the authors' knowledge, no previous studies have examined language students' evaluations of and justifications for all four sustainability dimensions. The results highlight the need to use multiple, holistic approaches and systems thinking to incorporate education for sustainable development. |
|---|---|
| ISSN: | 1467-6370 1758-6739 |
| DOI: | 10.1108/IJSHE-05-2023-0169 |
