Implementation of education for sustainable development in future foreign language teachers’ training

Abstract

Education for Sustainable Development (ESD) is a cornerstone in forming a responsible society capable of harmonious coexistence with the environment and ensuring sustainable economic and social development. Objectives. The study aims to substantiate the need to introduce education for sustainable development into the training of future foreign language teachers in Ukraine. Methods. To achieve this goal, the following research methods were used: theoretical analysis of researchliterature, including research in pedagogy, linguodidactics, philosophy of education and sustainable development; systematization and generalization of international and national legal documents regulating education and sustainable development; comparative analysis to identify common and different approaches to the integration of ESD; determination of levels of ESD implementation; case study method to provide examples of ESD implementation at various levels. Results. The article reveals the concept of ESD as a modern, transversal type of education that develops the key competencies necessary to address complex global challenges. International and national regulatory documents, as well as Ukrainian educational legislation, which create the basis for the integration of ESD, are analysed. The article substantiates the urgent need for further implementation of the ESD in Ukraine, due not only to global challenges, but also to the need to integrate the country into the world space and its post-war reconstruction based on sustainability. The leading role of foreign language teachers in this process is determined, and it is established that the introduction of ESD in the training of future foreign language teachers is to form their intercultural communicative competence, develop critical thinking and responsible citizenship through language education. The approaches and methods that facilitate the implementation of the ESD, including interdisciplinary, value-based approaches and methods of problem-based, project-based, research and service (participatory) learning, are considered. Examples of the implementation of the ESD at the micro, meso, and mega levels are provided. Conclusions. It is concluded that introducing ESD into training future foreign language teachers is an absolute imperative of modern higher pedagogical education in Ukraine. This allows us to significantly improve the quality of training of specialists capable of teaching foreign languages effectively and purposefully develop key competencies in them and their future students to build a sustainable future for our country and the world.