Abstract
The article is aimed at identifying sustainable development principles and their application in foreign language education process in the context of a Russian university. The relevance of two basic elements of quality education, such as educational content and the learning environment to sustainable development principles’ development are considered. The results of the survey aimed at identifying students’ perception of these two are presented. The analysis of effective ways of developing students’ competences related to English language learning and cross-cultural aspects, compatible with sustainable development, is presented. Implications of students’ involvement into extra-curricular activities and events designed and held on the interdisciplinary basis and aimed at reaching sustainable development objectives are suggested for practical implementation.
Highlights
The key role of education in creating sustainable world which is the main purpose of sustainable development has been widely accepted
The article is aimed at identifying sustainable development principles and their application in foreign language education process in the context of a Russian university
In order to oobtain knowledge and acquire skills which are vital for understanding the concept of sustainable development and applying its principles to real life a learner must have access to quality education, which goals and elements have been the subject of numerous studies and debates for the last decades in different contexts [1, 2, 3]
Summary
The key role of education in creating sustainable world which is the main purpose of sustainable development has been widely accepted. Among the most demanded for both professional and social life in the modern world are the skills known as soft skills, such as willingness to accept responsibility, ability of critical thinking and problem solving, readiness to work in a team and collaborate decision making, and so on. These goals can be achieved on the basis of applying effective and reliable educational methods and a learner-cantered approach, which combines learners’ interest to the educational process and their responsibility for its results. Their potential for promoting education for sustainable development and providing learners with opportunities of gaining knowledge and acquiring skills for leading sustainable lifestyle is recognized and proved [8]
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