International Conference: language education for sustainable development

Cates, K.A. (2002). Teaching for a Better World: Global Issues and Language Education. Human Rights Education in Asian Schools, 5, 41-52.
Cheng, C. & Cheng, T. (2012). Reflections of the Role of Motivation on Learning English for Successful College EFL Learners in Taiwan. World Journal of Education, 5, 8-14. https://doi.org/10.5430/wje.v2n5p8
Donaldson, G. W., & Donaldson, L. E. (1958). Outdoor Education a Definition. Journal of Health, Physical Education, Recreation, 29(5), 17–63. https://doi.org/10.1080/00221473.1958.10630353

Katherine (Kate) de Veas is a researcher & curriculum coordinator at Kwansei Gakuin University's School of Policy Studies in Hyogo, Japan. Her focus is on the intersection of global / sustainable education, student wellbeing, and language learning.

The study of outdoor education, defined by Donaldson & Donaldson in 1958 as “education in, about, and for the outdoors,” has long held great relevance in the fields of child education and environmental education; this is especially true in Japan, where the UN’s Education for Sustainable Development principles are widely accepted. This research investigates the impact of hands-on outside lessons in a university setting, and in an English as a Foreign Language (EFL) learning context, specifically questioning “Does outdoor environmental study in EFL have an impact on learning, or on attitudes about sustainability?” This research was conducted at two different Japanese universities between 2022-24, among 3 different populations (n1=7, n2=47, n3=32), using several qualitative survey tools and written reflections. In each case, the research groups were students enrolled in environmental science content-focused (CLIL) English lessons at the upper-intermediate to advanced level. Qualitative data and simple descriptive analysis show that learners found outside classwork deepened their understanding of environmental studies, alongside slightly increased positive perceptions of the SDG campaign overall. Written responses indicate that hands-on, “fun” explorations of outdoor settings gave students new opportunities to use target language items such as “species” in more memorable, genuine ways. Students had a positive reaction to the outdoor lessons, which has implications for motivation and learning (Cheng & Cheng, 2015). Evidence also suggests that student attitudes toward the global SDG initiatives increased over the weeks of study, which is a component of global education principles (Cates, 2002). The primary contribution of this research is in support of educators who wish to adopt language education for sustainable development (LESD) principles by taking their classes outside. Curriculum design and methodology for global education and LESD will be discussed.