Cong Liu
Asia-Australia Business College, Faculty of Economics, Liaoning University, Shenyang 110136, Liaoning, China.
*Corresponding author: Cong Liu
Abstract
Amidst a world grappling with a series of interconnected global crises and conflicts, the aspirations enshrined within the 2030 Agenda for Sustainable Development face significant challenges. Education for Sustainable Development (ESD) serves as both a critical assessment tool and a call to action, highlighting the urgent need for concerted efforts to safeguard and propel progress towards these vital goals. To integrate Education for Sustainable Development (ESD) into traditional teaching, a specially designed ESD-focused lesson incorporating the values and principles for sustainability and a holistic pedagogy was seamlessly woven into the regular College English Curriculum. The outcome revealed students' enthusiastic engagement in exploring sustainability concepts and a deeper comprehension of sustainable development. Students not only explored these themes with vigor but also demonstrated a personal commitment to applying sustainable practices in addressing real-world issues. Infusing Education for Sustainable Development (ESD) into the College English Curriculum is not only an innovative transformative learning but also an attempt to explore new methodology and pedagogy.
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Copyright
© 2025 by the author(s).
This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) license, which permits non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited and is not modified or adapted.
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How to cite this paper
Study on Education for Sustainable Development Applied to College English Curriculum
How to cite this paper: Cong Liu. (2025) Study on Education for Sustainable Development Applied to College English Curriculum. Journal of Humanities, Arts and Social Science, 9(1), 95-102.
DOI: http://dx.doi.org/10.26855/jhass.2025.01.013