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University Language Students' Evaluations of Ecological, Social, Cultural and Economic Sustainability and Their Importance in Language Teaching

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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
FullText Text:
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  Data: University Language Students' Evaluations of Ecological, Social, Cultural and Economic Sustainability and Their Importance in Language Teaching
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  Data: <searchLink fieldCode="AR" term="%22Salla-Riikka+Kuusalu%22">Salla-Riikka Kuusalu</searchLink><br /><searchLink fieldCode="AR" term="%22Päivi+Laine%22">Päivi Laine</searchLink><br /><searchLink fieldCode="AR" term="%22Minna+Maijala%22">Minna Maijala</searchLink><br /><searchLink fieldCode="AR" term="%22Maarit+Mutta%22">Maarit Mutta</searchLink><br /><searchLink fieldCode="AR" term="%22Mareen+Patzelt%22">Mareen Patzelt</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Sustainability+in+Higher+Education%22"><i>International Journal of Sustainability in Higher Education</i></searchLink>. 2024 25(9):1-18.
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  Data: 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
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  Data: 18
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Modern+Language+Curriculum%22">Modern Language Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink>
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  Data: 10.1108/IJSHE-05-2023-0169
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  Data: 1467-6370<br />1758-6739
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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      – SubjectFull: Finland
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