Sustainability and English Teachers' Professional Development Needs in the Era of Türkiye Century Education Model

Öz

The Türkiye Century Education Model, the recent curriculum reform, positions sustainability literacy as an explicit goal of English language learning and expects teachers to integrate sustainability-related themes and competencies into ELT (English Language Teaching) classrooms. However, sustainability is often treated as the responsibility of other subject areas; thus, there is limited evidence on whether English teachers possess the sustainability-related competencies and receive professional support needed to meet the curricular expectations. Addressing this gap, the present study investigated English teachers’ sustainability-related competencies through the lens of environmental literacy and examined how teachers understand ESD, integrate sustainability into ELT and articulate their professional development needs. Using an explanatory sequential mixed-methods design, an online Environmental Literacy Questionnaire was administered to 372 English teachers, followed by semi-structured interviews with 12 participants. The quantitative results indicated broadly positive orientations toward sustainability and sustainability integration into ELT. However, participants demonstrated only moderate environmental knowledge and engagement in environmental behaviors, with routine low-cost actions reported more frequently than civic or collective forms of participation. Qualitative findings converged with these patterns. Most teachers supported sustainability integration in principle but reported limited familiarity with ESD and tended to address sustainability mainly when coursebooks thematized it. Only a small minority described sustained integration, typically under more flexible school conditions. Overall, the findings suggest that successful implementation of sustainability will require systematic, practice-oriented professional training that strengthens conceptual understanding of ESD/SDGs, models ELT-appropriate pedagogies, and supports materials adaptation within curricular constraints.

Anahtar Kelimeler

• Education for sustainable development
• environmental literacy
• sustainability
• English language teachers
• curriculum

Destekleyen Kurum

This study was supported by the Scientific Research Projects Coordination Unit of Bursa Uludağ University under project code SDK-2024-1728

Proje Numarası

SDK-2024-1728

Etik Beyan

Bursa Uludağ University Social and Human Sciences Research and Publication Ethics Committee stated that the research was ethically appropriate and granted permission to conduct the study (23.06.2023 / Meeting No: 2023-06 / Decision No: 3). All the information in the article was obtained within the framework of academic integrity, and the principles of publication ethics were followed during the article writing process.

Türkiye Yüzyıl Maarif Modeli Döneminde Sürdürülebilirlik ve İngilizce Öğretmenlerinin Mesleki Gelişim İhtiyaçları

Öz

Sürdürülebilirlik, dünya genelinde eğitim politikalarının temel bir endişesi haline gelmiş olsa da İngilizce öğretimine pratik entegrasyonu hâlâ belirsizliğini korumaktadır. Türkiye Yüzyılı Maarif Modeli olarak bilinen güncel müfredat değişikliği, sürdürülebilirliği Türk eğitim sisteminde disiplinler arası temel okuryazarlık becerilerinden biri olarak konumlandırmaktadır. Ancak, İngilizce öğretmenlerinin bu yeni beklentileri karşılamaya ne kadar hazır oldukları ve ne tür mesleki gelişim olanaklarına ihtiyaç duydukları konusunda sınırlı bilgi bulunmaktadır. Bu çalışma, İngilizce öğretmenlerinin çevre okuryazarlığını ve sürdürülebilirliği İngilizce öğretimine entegre etme konusundaki mesleki gelişim ihtiyaçlarını incelemektedir. Karma yöntem tasarımının benimsendiği araştırmada, 372 İngilizce öğretmeninden nicel veriler çevre okuryazarlığı anketi aracılığıyla, nitel veriler ise 12 katılımcıyla yapılan yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Anket, çevre bilgisi, tutum ve davranışlarını ölçerken; görüşmeler, öğretmenlerin algıladıkları çevre okuryazarlığı düzeylerini, Sürdürülebilir Kalkınma Eğitimi (SKE) çerçevesine aşinalıklarını ve mesleki gelişim gereksinimlerini ortaya koymaktadır. Bulgular, öğretmenlerin genel olarak olumlu çevre tutumlarına sahip olduklarını, ancak orta düzeyde bilgi ve değişken çevre davranışları sergilediklerini göstermiştir. Öğretmenler, kolektif veya savunuculuk temelli davranışlardan ziyade, daha çok günlük çevreci uygulamaları benimseme eğilimindedir. Ayrıca, daha önce katıldıkları sürdürülebilirlik eğitimlerinin çevre bilgisi veya tutumlarını anlamlı ölçüde etkilemediği, ancak çevreci davranışlara daha yüksek katılım ile ilişkili olduğu görülmüştür. Görüşme verileri, öğretmenlerin SKE’ye ilişkin kavramsal anlayışlarının sınırlı olduğunu ve sürdürülebilirlik konularını ele almak için genellikle ders kitabı materyallerine başvurduklarını ortaya koymuştur. Katılımcılar, pratik, deneyimsel ve bağlamsal olarak anlamlı mesleki gelişim fırsatlarına ihtiyaç duyduklarını belirtmiş. Genel olarak çalışma, sürdürülebilirliğin hem hizmet öncesi hem de hizmet içi dil öğretmeni eğitimine sistematik biçimde entegre edilmesi gerektiğini ve uzun vadeli, disiplinler arası, uygulamaya yönelik mesleki gelişim programlarının İngilizce öğretmenlerinin sürdürülebilirliği dil öğretimiyle ilişkilendirmelerine yardımcı olabileceğini öne sürmektedir.

Anahtar Kelimeler

• Sürdürülebilir kalkınma eğitimi
• çevre okuryazarlığı
• sürdürülebilirlik
• İngilizce öğretmenleri
• müfredat

Destekleyen Kurum

Bu çalışma, Bursa Uludağ Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimi tarafından SDK-2024-1728 proje kodu kapsamında desteklenmiştir.

Proje Numarası

SDK-2024-1728

Etik Beyan

Bursa Uludağ Üniversitesi Sosyal ve Beşeri Bilimler Araştırma ve Yayın Etiği Kurulu, araştırmanın etik açıdan uygun olduğunu belirterek çalışmanın yapılmasına izin vermiştir (23.06.2023 / Toplantı No: 2023-06 / Karar No: 3). Makaledeki tüm bilgiler akademik dürüstlük çerçevesinde elde edilmiş olup, makale yazım sürecinde yayın etiği ilkelerine uyulmuştur.

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