Pre-Service EFL Teachers’ Engagement with Sustainable Development Goals Through Recycled Materials
Özet
The following study looks at engagement with the Sustainable Development Goals (SDGs) through materials recycling activities used within their teaching practices by EFL pre-service teachers. Based on the important role of sustainability issues in all life areas, this work aimed to analyze how teaching activities with the integration of recycled materials promote the rise of eco-awareness and enhance sustainability in teaching approaches. This article is a mixed-methods research design, drawing data from SDG awareness checklists and focus group discussions from 46 third-year pre-service EFL teachers in Turkey. The results showed that recycled materials highly contributed to raising the participants' awareness about SDGs, especially SDG 4 (Quality Education) and SDG 12 (Responsible Consumption and Production). The research also found advantages pertaining to experiential learning, environmental awareness, and cost-effectiveness, but disadvantages on the level of limited resources and a lack of professional development. This study showed that teacher education programs need to include sustainability-themed modules and flexible curricula which would better prepare future teachers. By linking language teaching with global sustainability, this research contributes to practical insights regarding how to design interactive, student-centered lessons to address environmental challenges and develop a commitment to sustainable practices.
Referanslar
Acar, H., & Akhan, N. E. (2023). A practical example for pre-service teachers for a more qualified sustainable development education. South African Journal of Education, 43(1), S1-S16. https://doi.org/10.15700/saje.v43ns2a229
Aksan, Z., & Çelikler, D. (2020). Creating awareness of pre-service science teachers for sustainable development about waste recycling. International Electronic Journal of Environmental Education, 10(2), 147-166.
Arikan, A., & Zorba, M. G. (2024). Raising pre-service English language teachers’ awareness of sustainable development goals through literary texts. International Journal of Sustainability in Higher Education. Vol. 25 No. 8, pp. 1681-1695. https://doi.org/10.1108/IJSHE-06-2023-0256
Beka, A., & Ciani, A. (2015). Promoting education for sustainable development at the University of Prishtina, Kosovo. Integrating Sustainability Thinking in Science and Engineering Curricula: Innovative Approaches, Methods and Tools, 139-151. https://doi.org/10.1007/978-3-319-09474-8_11
Bekteshi, E., & Xhaferi, B. (2020). Learning about sustainable development goals through English language teaching. Research in Social Sciences and Technology, 5(3), 78-94. https://doi.org/10.46303/ressat.05.03.4
Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation?. Qualitative Health Research, 26(13), 1802-1811. https://doi.org/10.1177/1049732316654870
Bontempi, E., Sorrentino, G. P., Zanoletti, A., Alessandri, I., Depero, L. E., & Caneschi, A. (2021). Sustainable materials and their contribution to the sustainable development goals (SDGs): A critical review based on an Italian example. Molecules, 26(5), 1407. https://doi.org/10.3390/molecules26051407
Bowden, R. (2011). Teaching English for Sustainability. Journal of Nelta, 15(1-2), 16-21.
Carlson, J. A. (2010). Avoiding traps in member checking. Qualitative Report, 15(5), 1102-1113. https://doi.org/10.46743/2160-3715/2010.1332
Cernev, T., & Fenner, R. (2020). The importance of achieving foundational Sustainable Development Goals in reducing global risk. Futures, 115, 102492. https://doi.org/10.1016/j.futures.2019.102492
Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into practice, 39(3), 124-130. https://doi.org/10.1207/s15430421tip3903_2
Demirci, C., & Çınar, S. O. (2021). Use of educational games with recycled materials in English teaching. European Journal of Education Studies, 9(1), 29-43. http://dx.doi.org/10.46827/ejes.v9i1.4087
Dewantari, F. (2021). The use of recycled objects as English teaching media for young learners. The Art of Teaching English as a Foreign Language, 1(2), 71-74. https://doi.org/10.36663/tatefl.v2i1.106
Hoballah, A., & Averous, S. (2015). Ensure sustainable consumption and production patterns. UN Chronicle, 51(4), 28-29. https://doi.org/10.18356/4bd7f86c-en
Karpudewan, M., Ismail, Z., & Mohamed, N. (2013). Pre-service teachers' understanding and awareness of sustainable development concepts and traditional environmental concepts. Asia Pacific Journal of Educators and Education, 28, 117–130. Retrieved from https://eprints.usm.my/34719/1/apjee28_2013_art8_117_130.pdf
Kobayashi, T., & Nakajima, L. (2021). Sustainable development goals for advanced materials provided by industrial wastes and biomass sources. Green and Sustainable Chemistry, 28, 100439. https://doi.org/10.1016/j.cogsc.2020.100439
Kwee, C.T. (2021). I want to teach sustainable development in my English classroom: A case study of incorporating sustainable development goals in English teaching. Sustainability, 13(8), 4195. https://doi.org/10.3390/su13084195
Lietz, C. A., Langer, C. L., & Furman, R. (2006). Establishing trustworthiness in qualitative research in social work: Implications from a study regarding spirituality. Qualitative Social Work, 5(4), 441-458. https://doi.org/10.1177/1473325006070288
Loh, J. (2013). Inquiry into issues of trustworthiness and quality in narrative studies: A perspective. Qualitative Report, 18(65). 1-15. Retrieved from http://www.nova.edu/ssss/QR/QR18/loh65.pdf
Rahayuningsih, D. (2016). Student teachers’ challenges in developing teaching materials during teaching practicum in vocational school. Journal of English and Education, 4(2), 24-34. Retrieved from https://core.ac.uk/download/pdf/295400877.pdf
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75. https://doi.org/10.3233/EFI-2004-22201
Sinakou, E., Donche, V., Boeve-de Pauw, J., & Van Petegem, P. (2019). Designing powerful learning environments in education for sustainable development: A conceptual framework. Sustainability, 11(21), 5994. https://doi.org/10.3390/su11215994
Yeboah, R., Asante, E.A., & Opoku-Asare, N.A. (2016). Teaching interactive art lessons with recycled waste materials as instructional resources. Journal of Education and Practice, 7(14), 38-59.
Yılmaz Fındık, L., Bayram, I., & Canaran, Ö. (2021). Pre-service English language teachers’ conceptions of sustainable development: A case from Turkish higher education context. International Journal of Sustainability in Higher Education, 22(2), 423-456. https://doi.org/10.1108/ijshe-06-2020-0202
Referanslar
Acar, H., & Akhan, N. E. (2023). A practical example for pre-service teachers for a more qualified sustainable development education. South African Journal of Education, 43(1), S1-S16. https://doi.org/10.15700/saje.v43ns2a229
Aksan, Z., & Çelikler, D. (2020). Creating awareness of pre-service science teachers for sustainable development about waste recycling. International Electronic Journal of Environmental Education, 10(2), 147-166.
Arikan, A., & Zorba, M. G. (2024). Raising pre-service English language teachers’ awareness of sustainable development goals through literary texts. International Journal of Sustainability in Higher Education. Vol. 25 No. 8, pp. 1681-1695. https://doi.org/10.1108/IJSHE-06-2023-0256
Beka, A., & Ciani, A. (2015). Promoting education for sustainable development at the University of Prishtina, Kosovo. Integrating Sustainability Thinking in Science and Engineering Curricula: Innovative Approaches, Methods and Tools, 139-151. https://doi.org/10.1007/978-3-319-09474-8_11
Bekteshi, E., & Xhaferi, B. (2020). Learning about sustainable development goals through English language teaching. Research in Social Sciences and Technology, 5(3), 78-94. https://doi.org/10.46303/ressat.05.03.4
Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation?. Qualitative Health Research, 26(13), 1802-1811. https://doi.org/10.1177/1049732316654870
Bontempi, E., Sorrentino, G. P., Zanoletti, A., Alessandri, I., Depero, L. E., & Caneschi, A. (2021). Sustainable materials and their contribution to the sustainable development goals (SDGs): A critical review based on an Italian example. Molecules, 26(5), 1407. https://doi.org/10.3390/molecules26051407
Bowden, R. (2011). Teaching English for Sustainability. Journal of Nelta, 15(1-2), 16-21.
Carlson, J. A. (2010). Avoiding traps in member checking. Qualitative Report, 15(5), 1102-1113. https://doi.org/10.46743/2160-3715/2010.1332
Cernev, T., & Fenner, R. (2020). The importance of achieving foundational Sustainable Development Goals in reducing global risk. Futures, 115, 102492. https://doi.org/10.1016/j.futures.2019.102492
Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into practice, 39(3), 124-130. https://doi.org/10.1207/s15430421tip3903_2
Demirci, C., & Çınar, S. O. (2021). Use of educational games with recycled materials in English teaching. European Journal of Education Studies, 9(1), 29-43. http://dx.doi.org/10.46827/ejes.v9i1.4087
Dewantari, F. (2021). The use of recycled objects as English teaching media for young learners. The Art of Teaching English as a Foreign Language, 1(2), 71-74. https://doi.org/10.36663/tatefl.v2i1.106
Hoballah, A., & Averous, S. (2015). Ensure sustainable consumption and production patterns. UN Chronicle, 51(4), 28-29. https://doi.org/10.18356/4bd7f86c-en
Karpudewan, M., Ismail, Z., & Mohamed, N. (2013). Pre-service teachers' understanding and awareness of sustainable development concepts and traditional environmental concepts. Asia Pacific Journal of Educators and Education, 28, 117–130. Retrieved from https://eprints.usm.my/34719/1/apjee28_2013_art8_117_130.pdf
Kobayashi, T., & Nakajima, L. (2021). Sustainable development goals for advanced materials provided by industrial wastes and biomass sources. Green and Sustainable Chemistry, 28, 100439. https://doi.org/10.1016/j.cogsc.2020.100439
Kwee, C.T. (2021). I want to teach sustainable development in my English classroom: A case study of incorporating sustainable development goals in English teaching. Sustainability, 13(8), 4195. https://doi.org/10.3390/su13084195
Lietz, C. A., Langer, C. L., & Furman, R. (2006). Establishing trustworthiness in qualitative research in social work: Implications from a study regarding spirituality. Qualitative Social Work, 5(4), 441-458. https://doi.org/10.1177/1473325006070288
Loh, J. (2013). Inquiry into issues of trustworthiness and quality in narrative studies: A perspective. Qualitative Report, 18(65). 1-15. Retrieved from http://www.nova.edu/ssss/QR/QR18/loh65.pdf
Rahayuningsih, D. (2016). Student teachers’ challenges in developing teaching materials during teaching practicum in vocational school. Journal of English and Education, 4(2), 24-34. Retrieved from https://core.ac.uk/download/pdf/295400877.pdf
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75. https://doi.org/10.3233/EFI-2004-22201
Sinakou, E., Donche, V., Boeve-de Pauw, J., & Van Petegem, P. (2019). Designing powerful learning environments in education for sustainable development: A conceptual framework. Sustainability, 11(21), 5994. https://doi.org/10.3390/su11215994
Yeboah, R., Asante, E.A., & Opoku-Asare, N.A. (2016). Teaching interactive art lessons with recycled waste materials as instructional resources. Journal of Education and Practice, 7(14), 38-59.
Yılmaz Fındık, L., Bayram, I., & Canaran, Ö. (2021). Pre-service English language teachers’ conceptions of sustainable development: A case from Turkish higher education context. International Journal of Sustainability in Higher Education, 22(2), 423-456. https://doi.org/10.1108/ijshe-06-2020-0202
