Greening Language Learning Pathways: Three Sustainable Practices Using the STAR Framework

Abstract

Earth is currently facing a multifaceted planetary emergency, primarily due to a lack of fundamental knowledge regarding critical global issues. This situation necessitates the integration of the 17 Sustainable Development Goals (SDGs) established by the United Nations, which are to be achieved by 2030, into educational curricula. Such integration will ensure that future generations develop a comprehensive understanding of emerging threats and assume shared responsibility for sustaining the planet. In this context, language education serves as a foundational means of fostering global awareness. In this paper, the Common European Framework of Reference for Languages is adopted as a guide for pedagogical alignment and language development. Three course plans have been developed for A1, B1, and C1 proficiency levels to raise awareness of sustainability and enhance language competencies. Nature-related themes have been integrated into teaching Turkish as a foreign language using the STAR (Situation, Task, Action, Result) framework. Consequently, learners of Turkish as a foreign language engage with meaningful, real-life contexts that relate to the environmental and climate components of the SDGs. Based on this framework, this study aims to foster both linguistic and ecological literacy through the integration of sustainability themes into foreign language teaching.

1. Introduction

Sustainability is a philosophy, an approach, or a practice that guides the efficient use of today’s resources to ensure their availability for both current and future generations [1]. It is also described as “a cornerstone for building a sustainable future through the transformation of societal practices” [2]. Education for sustainable development (ESD) enables individuals to acquire the knowledge, skills, attitudes, and values necessary to shape a sustainable future [3].

Education is undoubtedly one of the fields where this concept can be most effectively implemented, as it equips individuals with the essential tools for living cooperatively, respecting diversity, and addressing global challenges. This approach provides a framework for integrating sustainability into all aspects of learning, fostering a deeper understanding of environmental, social, and economic dimensions [4]. It empowers learners to make informed decisions and take responsible actions that promote environmental integrity, economic viability, and social justice [5].

In an ever-changing world, familiarizing and educating learners with regard to the concept of sustainability enables them to understand the relationship between human actions and their impacts on Earth. Therefore, it can be asserted that integrating sustainability into education emphasizes equipping learners with the knowledge, skills, and values necessary to address environmental, economic, and social challenges [4]. The incorporation of sustainability into educational frameworks not only prepares students for the challenges of the 21st century but also enhances their ability to innovate and lead [6]. Furthermore, embedding sustainability within education systems aims to equip learners with the competencies required to tackle complex global challenges and contribute to a sustainable future [7].

Sustainable development represents a significant milestone of the 21st century, emphasizing the integration of global concerns into pedagogical frameworks [8]. Therefore, it is essential to design curricula, instructional materials, teaching strategies, and techniques that align with this concept. In this context, foreign language education must be structured with this perspective in mind. Language teaching offers a unique opportunity to promote sustainability by fostering global awareness, intercultural competence, and ecological responsibility [8]. Beyond being a mere instrument of communication, language is a fundamental component of sustainable education that is inclusive, functional, and intertwined with culture. It enables both individuals and societies to learn, engage, collaborate, and act responsibly for a sustainable world. In line with this, the Common European Framework of Reference for Languages (CEFR) provides a flexible structure that allows for the incorporation of sustainability issues, enabling foreign language learners to develop the language proficiency and critical perspective essential for effectively addressing emerging global challenges. The CEFR’s adaptability empowers educators to integrate sustainability topics into language learning, equipping learners with the linguistic and cultural skills necessary to confront global issues [8]. Interdisciplinary approaches are adopted for enhancing learners’ abilities to tackle societal and ecological challenges through foreign languages [8]. By integrating themes of sustainable development into language education, we strengthen learners’ critical thinking skills and prepare them to engage meaningfully in addressing global challenges [9]. This is also echoed by UNESCO in its 2024 report, which notes that the inclusion of sustainability themes in language learning fosters critical thinking and eco-consciousness in preparing learners for global challenges [3].

The increasing interest in learning Turkish as a foreign language can be attributed to Türkiye’s growing cultural and economic influence as well as its expanding diplomatic presence on the international stage. The organization of Turkish language programs for non-native speakers is primarily carried out by Turkish universities that offer language courses, along with the Yunus Emre Institute and the Maarif Foundation. However, it is essential to recognize that a language taught on a global scale requires instruction that is aligned with international issues, concerns, and perspectives. Language education plays a crucial role in promoting global citizenship and social responsibility by equipping learners with the knowledge and skills necessary to address global challenges [6]. It is essential that Turkish language instruction is provided within the broader context of ’sustainability’ and aligned with the United Nations’ Sustainable Development Goals (SDGs). Integrating Turkish language education into a sustainable framework ensures deeper engagement of learners with the language, culture, and values of Türkiye. Incorporating sustainability into language curricula promotes an interdisciplinary approach that not only enhances linguistic competence but also fosters ecological and cultural awareness [10]. This approach has the potential to improve language proficiency while cultivating ecological consciousness, fostering mutual understanding, and nurturing global citizenship. The integration of the SDGs into teaching Turkish as a foreign language (TTFL) curriculum offers a pathway to promote inclusivity, responsibility, and sustainability on a global scale. Embedding the SDGs into language education enables students to connect their learning with real-world challenges, fostering a sense of agency and global engagement [11]. Adopting this perspective with the TTFL curriculum empowers learners to address environmental and social challenges, thereby maximizing its relevance and impact within a more globalized educational framework.

It is evident that the field of TTFL has experienced substantial growth worldwide. This expansion can primarily be attributed to the increased international visibility of Türkiye as well as the strategic alliances, cultural exchanges, and interactions in which the country is engaged. However, there are significant deficiencies in contemporary TTFL programs regarding sustainability and the integration of the United Nations’ SDGs, which are crucial for addressing major global challenges. The systematic incorporation of sustainability into language education frameworks ensures that learners develop the competencies necessary to tackle ecological, economic, and social issues [12]. This has led to a disconnect between the demands of modern education and the current state of TTFL, particularly concerning environmental awareness, global stewardship, and multicultural inclusion. This issue stems from a lack of structured and systematic integration of ‘sustainability’ within TTFL curricula, instructional strategies, and methodologies. By embedding sustainability into language teaching practices, educators can create learning environments that are both transformative and contextually relevant [13].

Sustainability has become an important focus in education, yet it remains largely absent from the curriculum of teaching Turkish as a foreign language (TTFL). Despite the increasing emphasis on Education for Sustainable Development (ESD) and the United Nations’ Sustainable Development Goals (SDGs), TTFL lacks a structured approach to incorporating sustainability into language teaching [13]. The absence of a coherent, systematic curriculum design that integrates sustainability-oriented goals into language teaching hinders learners’ engagement with global issues and the development of environmental and social awareness [14]. Furthermore, the Common European Framework of Reference for Languages (CEFR) does not explicitly include sustainability-oriented goals, making it challenging to align TTFL with contemporary educational priorities [15]. Addressing this gap necessitates the development of a systematic curriculum design that fosters both linguistic competence and sustainability literacy.

Aiming to enhance the teaching Turkish as a foreign language (TTFL) program with a sustainability-focused approach, this study proposes a structured integration of sustainability themes into Turkish language teaching. Using the STAR (Situation, Task, Action, Result) framework as a basic model, this study designed teaching practices and content in line with the Sustainable Development Goals (SDGs) and the Common European Framework of Reference for Languages (CEFR) in order to strengthen the global relevance of TTFL programs. Through the incorporation of sustainability themes into language education, this study sought to enhance learners’ language proficiency, critical reasoning, and problem-solving skills by integrating language learning with authentic real-life contexts. The primary objectives of this study are outlined below:

• Incorporating sustainability themes into the TFFL program.

• Adapting the SDGs and the CEFR standards to the TTFL curriculum.

• Enhancing ecological literacy among language learners alongside their language proficiency.

• Embedding sustainability themes into language teaching processes using the STAR framework design.

• Fostering a sense of global stewardship and intercultural understanding through TTFL.

• Designing lesson plans focused on sustainability.

• Promoting the global relevance and influence of TTFL.

2. Review of the Literature

2.1. Sustainability in Education

In education, the term ‘sustainability’ refers to a holistic approach that aims to help individuals understand the interdependence of ecological, financial, and sociological patterns and processes. This understanding enables them to make more informed and effective choices and to develop a sustainable lifestyle. UNESCO emphasizes that ESD integrates socio-cultural, environmental, and economic dimensions, highlighting the interconnectedness of these areas [16]. This concept is not limited to a teaching process focused solely on environmental sustainability; it also encompasses issues such as social equality and justice, financial stability and security, and cultural diversity. Education should equip young people with the knowledge, skills, values, and attitudes necessary to live in cooperation, respect diversity, care for the environment, and find solutions to both global and local challenges [17]. A sustainable education underscores the relationship between human beings and nature, emphasizing the commitment to preserving resources for future generations while meeting the needs of the present.

In this context, sustainable education encourages students to think critically and creatively, engage in problem solving, and adopt a more systematic perspective. ESD equips students with the knowledge, skills, and values necessary to address environmental, economic, and social challenges [4]. It raises learners’ awareness of global issues, enables them to develop strategic solutions, and provides a practice-oriented educational process. Key focuses of sustainable education include the depletion of natural resources, climate change, the disruption of ecological balance, social inequality, and injustice. ESD aims to integrate the values inherent in sustainable development into all aspects of learning, fostering behavioral changes that contribute to a more sustainable and equitable society [18]. Additionally, the aim of this approach is to cultivate values such as ethical accountability, moral behavior, empathy, social cooperation, and collaboration among learners.

The other dimension of ‘sustainability’ in education involves the redesign of lesson content. Within this framework, the integration of sustainability principles into course material is essential. As Stubbs and Schapper (2011) emphasize, an interdisciplinary approach is crucial for embedding sustainability into curricula, as it fosters critical thinking and problem solving [19]. Science courses, for instance, can incorporate the discussion of renewable energy sources [20], while history classes can be designed to analyze human–environment relations from the past [21]. Adopting an interdisciplinary approach encourages students to evaluate diverse perspectives and develop solutions to global challenges [22]. Sustainability-oriented education also requires the reconfiguration of learning environments. It is crucial for schools to serve as role models in areas such as energy conservation, recycling, and the responsible use of natural resources [23]. The Green Schools Alliance (2021) reports that initiatives such as the Green Cup Challenge™ have led to a substantial decrease in energy consumption in K-12 schools, thereby illustrating how institutional practices can cultivate environmental responsibility among students [24]. As indicated by Raphael and Nandanan (2024), social participation and collaboration are fostered, and students are empowered to make an impact at both local and global levels [25]. In addition, Biofriendly Planet (2023) emphasizes that student-led sustainability projects enhance community engagement, encouraging learners to advocate for environmental initiatives [26]. Students who engage with these practices in their schools will be better equipped to lead positive change within their communities. Additionally, social participation and collaboration are fostered, empowering students to make an impact at both local and global levels.

Such an educational approach seeks to ensure social transformation by fostering changes at the individual level. In integrating sustainability into education systems, the aim is to equip learners with the competencies necessary to tackle complex global challenges and contribute to a sustainable future [7]. The primary objective of a sustainable education model is to provide future generations with the essential knowledge, skills, attitudes, and values needed to address both environmental and social issues [27]. Consequently, education becomes an indispensable component of creating a fairer, more inclusive, and more sustainable world, rather than merely serving as a tool for individual success.

The field of sustainability-oriented language education, which integrates ecological awareness with linguistic development, is an emerging area of research. The inclusion of sustainability in language curricula has been demonstrated to have the capacity to promote global citizenship and encourage learners to engage critically with real-world issues [10]. Furthermore, UNESCO (2021) emphasizes that aligning sustainability themes with CEFR-based teaching can enhance students’ ability to think critically and act responsibly in the face of global challenges [28]. Additionally, the integration of sustainability topics into the Content and Language Integrated Learning (CLIL) paradigm is posited as a potentially effective framework for this purpose [29]. The adaptation of these models to different proficiency levels and educational contexts is suggested as a priority area for future research.

Sustainability has been incorporated into the Turkish education system through recent developments, various initiatives, and curriculum changes. Cavas et al. (2014) emphasized the role of education faculties in preparing future teachers to integrate sustainability into their teaching and highlighted the need for structured training on sustainable practices [30]. Expanding on this, Haktanır et al. (2016) noted that Turkey has restructured its primary school curriculum to align with global sustainable development goals, enabling young learners to develop early environmental awareness [31]. Furthermore, UNDP Turkey (2020) reported the launch of Turkey’s first climate and environmental education program, which is based on systems thinking and aims to enhance students’ climate literacy and engagement with sustainability-related challenges [32].

Despite these advancements, challenges remain in achieving comprehensive alignment between educational programs and sustainable development goals. Hava (2019) pointed out that environmental education activities in Turkey often lack full alignment with sustainability principles, limiting their long-term effectiveness in promoting ecological awareness [33]. Additionally, RTMD (2016) advocated for the Turkish national curriculum to place stronger emphasis on sustainable production and consumption, equipping students with a deeper understanding of sustainability issues and their real-world implications [34]. These studies underscore the need for further curricular improvements and policy adjustments to ensure a more comprehensive and effective integration of sustainability into the Turkish education system [35].

The exclusion of sustainability issues from the TTFL curriculum creates a significant gap and limits the engagement of learners with real-life sustainability issues [36]. While sustainability can provide meaningful and contextualized content for language learning, TTFL programs do not include structured lesson plans that progressively introduce sustainability issues at different proficiency levels [37]. The absence of structured language teaching oriented toward sustainability means that A1 students are not exposed to basic sustainability vocabularies and structured tasks, B1 students are not engaged in functional communication activities related to sustainability, and C1 students lack guided practice in critical discourse on sustainability [29,37]. Without the incorporation of such structured curricular adaptation, TTFL learners miss opportunities to develop both language proficiency and sustainability awareness [28].

To address this issue, this study proposes sustainability-focused lesson plans in line with CEFR proficiency levels (A1, B1, and C1) to systematically integrate sustainability into TTFL. The lesson plans aim to introduce A1 students to basic sustainability concepts through structured vocabulary and input-based tasks, to engage B1 students in functional communicative activities related to sustainability, and to orient C1 students toward discourse-based tasks and critical thinking exercises on sustainability issues [38,39]. By embedding sustainability themes in TTFL lesson designs, this study aims to bridge the gap between TTFL and sustainability education and to enable learners to develop both their language skills and environmental literacy in a structured and level-appropriate way [40].

2.2. Green Pedagogy in Language Learning

The concept of ‘green pedagogy’ is an educational framework centered on sustainability and environmental awareness. It is considered a revolutionary, innovative, and contemporary approach in the field of language education due to its unique characteristics. Green pedagogy integrates ecological awareness with language skills, encouraging language learners to not only master their linguistic abilities but also to develop the knowledge, attitudes, perspectives, and behaviors necessary to address the environmental crises we face today.

Closely related to the principles of environmental education and sustainability, green pedagogy aims to cultivate analytical and critical thinking, ethical commitment, and action-oriented learning by incorporating environmental issues into the language education curriculum. This pedagogical approach is inherently and explicitly aligned with the broader objectives of ESD, as it promotes the integration of economic, social, and environmental concerns into educational frameworks. UNESCO (2012) has emphasized that ESD underscores the importance of integrating environmental, economic, and social dimensions into curricula to prepare learners for addressing global challenges [16].

There are two primary goals of green pedagogy: language proficiency and ecological literacy. Language learners are strongly encouraged to engage in various activities that connect language acquisition with real-world environmental challenges. Specifically, integrating themes such as climate change, renewable energy, and sustainable lifestyles into language lesson plans allows students to expand their vocabulary while gaining a deeper understanding of global sustainability issues. Additionally, green pedagogy fosters reflective, analytical, and critical thinking skills. In particular, students are motivated to critically assess their roles in promoting a sustainable future by addressing pressing environmental concerns. In his study, Hossain (2019) emphasized that language lessons focused on environmental awareness and guidance can empower learners to take commendable transformative actions in protecting the environment from further degradation [12].

Green pedagogy is based on the use of innovative methodologies that encourage active participation and interdisciplinary learning. A fundamental aspect of this pedagogical approach is project-based learning, in which students collaborate on sustainability-related projects while simultaneously enhancing their language skills. For instance, learners might create multimedia presentations on local environmental issues, write argumentative essays advocating for eco-friendly policies, or engage in debates on sustainable practices. La Fuente pointed out that project-based learning and community-engaged pedagogies in foreign language curricula enable students to collaboratively address real-world sustainability challenges [41]. Another effective strategy within green pedagogy is content and language integrated learning (CLIL). By integrating language instruction with subject-specific content, CLIL facilitates the acquisition of both linguistic and disciplinary knowledge. As Coyle et al. assert, CLIL serves as an effective approach to incorporating sustainability topics into language education [29].

The rationale for incorporating green pedagogy into language learning lies in its numerous educational benefits. Firstly, it enhances students’ engagement in the learning process by linking curriculum content to real-world issues. Secondly, it fosters transferable skills such as collaboration, problem solving, and ethical reasoning, which are essential for effectively addressing the complex challenges of the 21st century. Thirdly, adopting a sustainability-focused pedagogical approach helps cultivate informed global citizens who are equipped to actively contribute to solving current environmental problems. As demonstrated in a study by the European Commission, embedding sustainability in educational systems provides learners with the competencies necessary to tackle complex global challenges and promote a sustainable future [7].

Notwithstanding the potential benefits, the implementation of green pedagogy in language learning is not without its challenges. Educators may encounter difficulties in integrating ecological content into existing curricula and in obtaining appropriate teaching materials. The presence of these challenges underscores the need for professional development initiatives and collaborative efforts among educators, policymakers, and environmental organizations to ensure the effective integration of green pedagogy into language education.

Addressing such challenges necessitates a systematic approach and Turkey has initiated meaningful progress in recent years by integrating sustainability into national education policies and aligning its education policies with the United Nations’ Sustainable Development Goals (SDGs) through the 2030 Agenda for Sustainable Development [38]. Specifically, the Turkish Ministry of National Education (MoNE) has integrated sustainability into the 2023 Education Vision, emphasizing interdisciplinary approaches to cultivate environmental responsibility and global awareness [42]. Despite the integration of sustainability themes into various subjects, including science and social studies, there remains a significant gap in the integration of these themes within the teaching Turkish as a foreign language (TTFL) curriculum [43]. Though initiatives such as the Eco-Schools Initiatives advocate for environmentally friendly educational practices, sustainability remains a marginal aspect of foreign language teaching in Turkey [30]. Despite the integration of sustainability-oriented pedagogy in teacher education programs, there is a paucity of structured materials and approaches to integrate sustainability into language teaching [25]. While the Turkish education system is in alignment with UNESCO’s Education for Sustainable Development (ESD) goals, TTFL curriculum does not systematically include sustainability-focused learning objectives [20].

Although sustainability has been integrated into various disciplines, there has been no adoption of structured, sustainability-oriented teaching frameworks within foreign language education, particularly in the field of TTFL, despite the existence of research attributing the efficacy of task-based learning (TBL) and communicative language teaching (CLT) in promoting real-world language use [29]. The absence of explicit sustainability learning objectives in the current TTFL curriculum, in conjunction with the non-inclusion of sustainability content within extant foreign language teaching methodologies, has been highlighted by Kucuk and Ekinci [37]. While task-based learning and communicative language teaching (CLT) have been shown to effectively promote real-world language use [29], sustainability as a thematic component remains underutilized in TTFL [37]. Additionally, TTFL educators have reported difficulties in accessing teaching materials related to sustainability, with the available resources frequently comprising highly abstract sustainability concepts unsuitable for beginning learners (A1) and lacking structured discourse opportunities for advanced learners (C1) [1]. Furthermore, while CEFR provides guidance for communicative language teaching, it does not integrate sustainability themes [44], which makes it difficult to align sustainability education with proficiency-based language learning objectives [39]. The absence of sustainability-themed curriculum frameworks and teaching models in TTFL results in pedagogical inconsistencies and limits opportunities to integrate sustainability into foreign language learning [45].

2.3. CEFR-Integrated Sustainable Language Learning

The CEFR is a widely recognized framework that provides specialized guidelines for language learning, teaching, and assessment. Its alignment with sustainable language education highlights the framework’s focus on concepts such as lifelong learning, environmental awareness, and civic responsibility within the field of language pedagogy. In integrating CEFR principles with sustainable educational practices, the potential for language learning becomes adaptable to the challenges presented by a globalized and environmentally conscious world.

In essence, the core mission of the CEFR is to establish a unified framework for language competencies across various languages and educational contexts. Its underlying philosophy emphasizes both communicative competence and intercultural awareness, aligning with the objectives of sustainable language learning. This framework is based on the premise that achieving proficiency in a language is intrinsically linked to developing skills that empower individuals as global citizens. It has been asserted that the CEFR highlights capacity to act socially and autonomously [46]. This foundational principle guides learners not only in refining their linguistic competencies but also in cultivating an awareness of their role as global citizens.

Within the context of the CEFR, sustainable language learning involves incorporating issues such as environmental sustainability, cultural diversity, and social justice into language curricula. Specifically, the integration of content related to climate change, sustainable lifestyles, and renewable energy sources has been recognized as a crucial strategy for simultaneously enhancing both linguistic and environmental competence. UNESCO has emphasized that through ESD, the environmental, social, and economic dimensions of the world’s problems are integrated into the learning process, making it highly compatible with CEFR-based language teaching [16].

The CEFR is distinguished by its structured framework, which promotes inclusivity, equity, and adaptability in language education. Its descriptors adopt a learner-centered approach, essential for the long-term sustainability of language instruction. Importantly, the ‘Can-Do’ descriptors emphasize functional language use, such as participating in discussions about current global issues or analyzing and interpreting texts related to environmental challenges. Byram and Parmenter asserted that the CEFR’s action-oriented approach empowers learners to use language effectively in meaningful, real-world contexts [47].

A key aspect of the CEFR’s role in promoting sustainable language learning is its emphasis on lifelong learning. This focus on continuous growth and adaptability empowers individuals to develop skills that are transferable and applicable across various domains and stages of life. Consequently, it plays a vital role in addressing global challenges, as language serves as a medium for communication and problem solving. As posited by Little, the CEFR provides a framework for learners to achieve autonomy and take responsibility for their language learning, aligning with the principles of sustainability in education [48].

In order to embed sustainable practices into CEFR-based language learning, it is crucial for educators to design curricula that address global challenges while adhering to the framework’s language proficiency standards. For example, a project-based learning activity can encourage learners to collaborate on issues such as biodiversity, environmental preservation, and heritage conservation. This type of learning activity not only enhances linguistic competence but also promotes higher-order cognitive processes [49].

Jickling and Wals (2008) assert that EDS seeks to integrate the values inherent in sustainable development into all aspects of learning, promoting behavioral changes that contribute to a more sustainable and equitable society [18]. In addition, the CEFR’s descriptors for intercultural competence can be utilized to foster increased cultural sensitivity and appreciation. This is achieved using content that conveys the concepts of cultural unity and shared responsibility for global issues, whereby the process of language learning becomes a catalyst for the emergence of tolerance and collaborative efforts. Intercultural awareness, as outlined in the CEFR, prepares learners to navigate the complexities of cultural diversity in a globalized world [50].

The CEFR forms a solid foundation for sustainable language learning by prioritizing communicative competence, lifelong learning, and intercultural awareness. Integrating sustainable practices into CEFR-based curriculum designs empowers language educators to equip their learners with the cognitive abilities and skills necessary to address global challenges and contribute to the creation of a sustainable future. As education continues to evolve, it is vital to design sustainable language learning curricula that are aligned with the CEFR to promote the realization of global citizenship and ecological literacy.

2.4. The STAR Framework

The STAR framework is a pedagogical model that encourages learners to become active participants and social interlocutors in language learning. This model situates language learning within real-life contexts, enabling learners to develop functional and meaningful language skills. This action-oriented framework is aligned with the CEFR, which perceives language learners as ‘social actors’ who engage in various roles and tasks within society. The CEFR prioritizes communicative competence and the functional uses of language in everyday life [51].

The STAR framework assists language learners to identify potential challenges and find suitable solutions. In this process, learners utilize their language competencies by engaging in specific actions and evaluating the results. Consequently, this approach is aligned with the CEFR framework, which consists of six levels of language proficiency [52]. With its four basic steps, the STAR framework reinforces the goals of the CEFR in language education:

Situation: The model starts with a real-life situation to allow students to use their language skills in a specific context. This fits in well with the CEFR’s emphasis on ‘real-life situations’ and ‘communicative competence’.

Task: Learners are supported to perform a task in a given context. The STAR framework encourages learners to fulfill tasks in different life domains (personal, professional, social, and educational), akin to the CEFR’s action-oriented approach.

Action: Language learners are actively involved in the process of task fulfillment and use language interactively. This process corresponds exactly to the CEFR principle of interaction and active participation.

Result: Learners receive concrete feedback on their performance as a result of the task. This step is fully in line with the STAR framework and the CEFR principle of self-reflection and lifelong learning.

This framework is aligned with the ‘Can-Do’ statements of the CEFR. It enables learners to master their language skills in a practical and meaningful way [46]. Additionally, it offers a clear, coherent, and comprehensive basis for the development of curriculum and syllabus guidelines, the design of teaching and learning materials, and the assessment of language proficiency. In having these attributes, it intersects with the standards of the CEFR in the realm of language education [47]. The STAR framework encourages language learners to participate as active and social agents in the language learning process. It is aligned with the objectives of the CEFR in language teaching, thereby facilitating learners’ development of language proficiency more effectively through real-life contexts. By situating language learning within a social context, the STAR framework helps learners cultivate a strong sense of both linguistic and social responsibility [51].

The STAR framework (Situation, Task, Action, Result) offers a systematic approach to task-based learning, guiding learners through the processes of problem solving and applying language skills in meaningful real-world contexts. It has been argued that the integration of structured models such as STAR into language education can enhance learner autonomy and engagement by connecting language acquisition to meaningful, real-world contexts [9], while simultaneously promoting communicative competence and enhancing cognitive and digital literacy skills [53]. However, adapting the STAR framework across proficiency levels can present particular challenges particularly for those at lower proficiency levels due to differences in their cognitive and linguistic capacities. Proficient students (those at levels B1–C1) are able to engage in complex discussions and critical thinking, while students at lower levels (A1–A2) may experience difficulties with abstract reasoning and structured problem-solving tasks [54]. Scaffolding techniques, such as guided modeling, the use of visual aids, and structured pre-task activities, can facilitate comprehension and task execution for novice learners [49]. Simplicity in open-ended tasks and the incorporation of collaborative peer activities have been found to enhance accessibility while maintaining the pedagogical integrity of the framework [55]. Consequently, while the STAR framework is inherently more suited to intermediate and advanced learners, the adaptation across all proficiency levels is ensured with meticulous instructional design and scaffolding strategies [56].

3. Methodology of the Study

As emphasized by Kanaki and Kalogiannakis (2023), methodological rigor in the field of educational research is fundamental to address design constraints and ensure applicability in different contexts [57]. Hence, this study employs a curriculum design methodology, focusing on the systematic incorporation of sustainability themes into language education through the utilization of the STAR framework. The curriculum design approach entails the methodical development of instructional materials, learning objectives, and teaching strategies, customized to address distinct educational requirements [58]. The use of this framework in language education research is driven by the objective of creating well-organized teaching models that actually work [59]. These models are carefully designed to meet the needs and skills of learners all over the world [59]. The way in which they are carried out follows the ideas of constructivist learning, which is when you learn by doing things in the real world, getting learners interested, and using teaching methods where you do tasks [60].

In this study, ‘sustainability’ is central to planning TTFL courses. These lessons are designed to align with CEFR proficiency levels, ensuring that the course content is accessible and progressive for learners at beginner (A1), intermediate (B1), and advanced (C1) levels. The STAR framework (Situation, Task, Action, Result) guides the structure of sustainability-themed language lessons, promoting active learning and language practice in real-world contexts [61]. At each stage of the STAR framework, learners are encouraged to engage with sustainability-related issues, developing both their language skills and their critical thinking skills.

Hence, this paper presents the design of lesson plans for the A1, B1, and C1 levels, as defined by the CEFR. Each of these levels is associated with a distinct sustainability theme. The CEFR framework provides a structured approach for integrating interdisciplinary themes—such as sustainability—into language learning, thereby promoting meaningful and contextualized instruction [62]. This study focuses on only three proficiency levels (A1, B1, and C1), rather than the full range of seven CEFR levels (A0, A1, A2; B1, B2; C1, C2), to narrow the scope of the current study and examine how sustainability topics can be effectively addressed at these specific levels. The rationale for selecting these three levels is outlined below:

• It provides a representation of the foreign language learning process, categorized into three levels: basic, intermediate, and advanced.

• It ensures a controllable scope.

• It facilitates cross-comparisons across various levels within the framework of sustainable themes.

• The flexibility of teaching methods and techniques tailored to different levels of language proficiency is exemplified, particularly in relation to the themes of sustainability.

• It reveals general tendencies that are applicable to other proficiency levels.

The lesson plans were meticulously developed by drawing upon the ‘Can-Do’ statements of the CEFR and the STAR framework. At the A1 level, fundamental and concrete topics such as recycling are addressed, while at the B1 level, group work and environmental campaigns are discussed. At the C1 level, abstract and complex issues, including climate change, are studied in depth. The integration of sustainability into the language learning process, aimed at simultaneously enhancing language proficiency and environmental awareness, is a core principle upheld at all levels.

Despite the conscientious integration of sustainability themes into language education, it is imperative to contemplate the ethical dimensions of conducting research in this domain. Ensuring academic integrity and adherence to ethical standards stands as a foundational aspect of this work. Hence, the present study did not include human or animal subjects and thus did not necessitate ethical review or approval. Nevertheless, considerations of ethics were taken into account in the design and execution of the study, with the research being carried out in accordance with the principles of academic integrity, transparency, and responsible authorship. Potential ethical risks were mitigated by following guidelines for scholarly conduct [63,64] and ethical standards outlined in the Declaration of Helsinki, and the use of empirical research methods was approved. It is suggested that future studies collecting empirical data should consider obtaining ethical approval to follow research ethics guidelines.

4. Results and Explanations

In this section, practical guidance is offered on embedding sustainability themes into TTFL utilizing the STAR framework as a model. The integration of sustainability themes is accomplished through activities that align with the four fundamental components of the STAR framework: Situation, Task, Action, and Result. Through these activities, language learners are encouraged to cultivate sustainability awareness in tandem with their linguistic proficiency. Consequently, language learning transforms into a holistic process that is deeply connected to real-life contexts, fostering experiential learning, meaningful interaction, and intellectual growth alongside mastery of the target language.

The following lessons (Table 1, Table 2 and Table 3) were designed for learners of Turkish as a foreign language at CEFR levels A1, B1, and C1. These lessons are structured around the STAR framework and the theme of sustainability. The topics covered include Protecting Nature, the Eco-Class Treaty, and Go Greener, Be Wiser. The A1 class focuses on vocabulary training, the B1 class emphasizes functional language usage, and the C1 class integrates both form and functional language usage.

The lessons serve as an example of how the STAR framework and sustainability issues can be integrated into TTFL at the levels specified in the CEFR. Thus, the amount of new vocabulary introduced in these lessons, as well as the structures and language functions to be covered, can be tailored to the profiles of the target learners.

The A1 lesson plan introduces students to the key concepts of sustainability through core vocabulary and structured experiential learning. Students take part in a hands-on activity where they create new products from waste materials and engage with key terms related to waste, recycling, and nature. Güneş and Aksoy found that A1 students benefit from scaffolding techniques such as visuals, repetition, and interactive storytelling to improve comprehension [65]. In this class, sustainability themes are related to everyday life, which helps to increase initial engagement [66].

The B1 lesson plan requires students to negotiate, discuss, and vote on environmentally friendly classroom rules, moving from basic vocabulary to functional language tasks. Studies show that interactive, problem-based activities support both language proficiency and sustainability consciousness [67]. Students strengthen their reasoning skills using modals and idiomatic expressions in a collaborative environment. Students’ ability to engage in discussions about complex ideas is developed by pre-task modeling and structured discussion activities.

The C1 lesson plan is designed to encourage students to engage in advanced sustainability discussions by integrating persuasive language and digital literacy skills. Students engage in collaborative learning to design a social media awareness campaign with a focus on waste minimization, which requires them to employ argumentation, justification, and explanation strategies. As stated in the research by Öztürk and Demir, C1 learners benefit from tasks that develop both communicative and critical thinking skills by linking their language proficiency with real-world applications [68]. Moreover, the integration of digital tools and AI-oriented content creation supports learners in the development of multimodal communication strategies, which are deemed to be crucial for 21st century literacy [69]. By encouraging students to assess the applicability of their campaigns in real life, this course promotes the engagement and awareness of long-term sustainability. Consequently, the progression from A1 to C1 demonstrates how sustainability can be integrated into language learning while developing communication skills. Beginning with basic vocabulary and practical activities [65], students progress to collaborative discussions [67] and digital literacy in advocacy projects [70], building on their prior learning in each subsequent lesson.

The use of the STAR framework and CEFR proficiency levels in the tables is intended to provide a structured approach to integrating sustainability into language learning, with the aim of guiding task complexity and instructional design. The STAR (Situation, Task, Action, Result) method is employed to ensure that sustainability themes are not merely introduced as abstract concepts but are actively addressed through practical application. Through the strategic alignment of each stage within the STAR framework with the CEFR competences, it is possible to facilitate the progressive development of both linguistic and critical thinking skills in relation to sustainability. The efficacy of the structured, task-based pedagogical approach in language education has been extensively recognized [55,71]. Thus, at the A1 level, simplified tasks with multimodal support are employed to facilitate comprehension, while B1 learners engage in collaborative, discussion-based activities to deepen their engagement with sustainability issues. At the C1 level, critical analysis and problem-solving tasks are designed to promote both linguistic and conceptual understanding. Thus, this structured integration enables learners both to acquire language skills and to develop eco-literacy and global awareness, thereby positioning sustainability as an integral component of language education not merely as a supplementary subject.

5. Discussion

This study employs the STAR framework as a constructivist approach to develop the effective teaching of sustainability themes in teaching Turkish as a foreign language (TLFL). The four-stage framework (Situation, Task, Action, Result) provides a structured, task-based learning model that promotes both language development and sustainability awareness [72]. It has been demonstrated that the incorporation of authentic, real-world contexts enhances student engagement and ensures the efficacy of the STAR framework in capturing students’ attention, particularly during the initial stages of instruction [73]. Nevertheless, students with limited proficiency levels may encounter challenges with complex sustainability-related contexts and may necessitate simplified, scaffolded teaching strategies [74].

In the task phase, it is expected that learners will advance their linguistic competences in an environment oriented toward sustainability. However, the cognitive demands of sustainability discussions may exceed learners’ language skills, thus rendering task design a critical factor in ensuring accessibility [56]. As shown by Ellis (2020), providing structured pre-task activities and multimodal resources (e.g., visuals, videos, and guided discussions) increases comprehension and engagement [71]. Additionally, the instructors’ role in modeling and scaffolding language use is crucial to facilitate meaningful engagement [75].

As learners progress to the action stage, their active participation and collaboration become crucial to foster critical thinking and communicative competence [75]. However, in classrooms with different levels of proficiency, there can be an imbalance where more advanced students dominate discussions, while lower-level students struggle to participate [76]. It is therefore vital to recognize the importance of carefully structured group work and differentiated instruction in promoting equal participation and maximizing learning outcomes [77].

The final stage of the cycle, the reflection phase, involves students presenting their work, receiving feedback from their peers and teachers, and reflecting on their learning. Feedback and assessment in sustainability-integrated language learning should go beyond linguistic accuracy and include thematic comprehension and critical engagement [78]. Current research emphasizes the need for holistic assessment tools that assess not only language proficiency but also students’ understanding of sustainability issues [36]. The effectiveness of the STAR framework in TTFL depends on several factors, including teacher leadership, material selection, group dynamics, and assessment methods [79]. Hence, future research should investigate how these factors influence the successful implementation of sustainability-oriented language curricula in different learning contexts [80].

The concept of sustainability in TTFL is predicated on the integration of ecological, social, and cultural contexts into language learning. Öztürk and Demir (2023), in their research, demonstrate that the linkage of language teaching to real-world sustainability themes has a positive effect on both motivation and retention [81]. However, it should be noted that there are still practical challenges, especially for beginner learners who may have difficulty with abstract sustainability concepts due to linguistic limitations [82]. Furthermore, access to high-quality, level-appropriate materials for sustainability in language education remains limited [83]. Likewise, teachers’ pedagogical expertise plays a crucial role in the effective integration of sustainability into TTFL [84]. Continuous professional development and interdisciplinary collaboration are necessary to equip educators with the tools and methodologies needed for sustainability-oriented language teaching [78]. Furthermore, current assessment methods are found to be inadequate in adequately measuring students’ understanding of sustainability, thus necessitating the development of specific assessment tools [85].

In order to successfully overcome the challenges identified, there is a necessity to develop high-quality teaching resources, promote teacher training, support interdisciplinary collaboration, and increase practical applications [21]. In line with emerging research, it can be posited that language education is a powerful tool for raising global awareness, and integrating sustainability into TTFL education can increase students’ ability to engage with environmental challenges while developing their linguistic and critical thinking skills [23].

Study Limitations and Future Research Directions

The present study is subject to certain limitations. Firstly, while the STAR framework provides a structured approach to incorporating sustainability into language learning, its adaptability to different proficiency levels may hinder its efficacy, specifically for A1 learners who may require additional scaffolding and multimodal support [86]. Future research should investigate how task complexity and instructional design can be adapted to better support those at lower proficiency levels who are interested in sustainability themes.

Secondly, this study is primarily theoretical and focuses on curriculum design rather than experimental classroom-based research [87]. Hence, it is recommended that future studies evaluate the pedagogical effectiveness of the proposed lesson plans by examining their actual implementation through classroom observations and student feedback. Additionally, longitudinal studies should be conducted to provide insights into how sustainability-integrated language learning affects learners’ engagement and retention over time.

Thirdly, there is a necessity to consider potential biases in the selection and adaptation of teaching materials, as many resources on sustainability are designed for advanced learners, thus limiting accessibility for lower levels. In this respect, there is a clear requirement for future research to focus on the development of CEFR-compliant, level-appropriate materials that effectively balance language learning with sustainability content.

The final point to be addressed is that teacher education plays a crucial role in the successful and effective integration of sustainability into language education. In this regard, further research should explore how professional development programs can successfully equip educators with the necessary skills to ensure the effective implementation of sustainability-oriented curricula. Furthermore, and in line with the suggestions made, it is recommended that assessment models should be developed that measure both linguistic competence and pupils’ understanding of sustainability concepts.

Addressing the identified limitations through interdisciplinary collaboration and empirical research has the potential to enhance the effectiveness and applicability of sustainability-oriented language education.

6. Conclusions

Integrating sustainability themes into teaching Turkish as a foreign language (TTFL) has significant pedagogical implications. This study demonstrates that embedding sustainability into language curricula through the STAR framework enhances both linguistic competence and ecological awareness [88]. Teaching plans designed for A1, B1, and C1 levels indicate that sustainability themes provide a valuable context for language instruction, increasing learners’ motivation. Incorporating sustainability into curricula fosters both linguistic and ecological literacy, empowering learners to become agents of change within their communities [89]. This underscores that language teaching extends beyond communication skills; it also involves imparting global awareness and social responsibility. Language educators can play a key role in shifting mindsets and encouraging practical action by integrating environmental issues into the curriculum [90].

However, despite these contributions, several challenges remain. The absence of suitable teaching materials, particularly for beginner learners, makes it difficult to introduce sustainability-related themes effectively [89]. Additionally, there is a lack of formal teacher training programs, which limits educators’ ability to integrate sustainability into language teaching [90]. Furthermore, evaluating learning outcomes related to sustainability remains complex, as current assessment tools are not designed to measure thematic comprehension beyond linguistic accuracy [74]. Sustainability education emphasizes critical thinking and reflective practices, requiring assessment methods that go beyond traditional language testing [91].

Despite its contributions, this study has certain limitations. The small sample size affects the generalizability of the findings, highlighting the need for further research in diverse instructional contexts [92]. Additionally, this study relies primarily on qualitative data, which do not fully capture the effectiveness of sustainability-integrated instruction. Future research should incorporate quantitative assessments, such as standardized language tests and sustainability awareness measures, to provide a more comprehensive evaluation [46]. Another limitation is the lack of long-term follow-up, as this study did not examine the retention of sustainability-related language skills over time [93].

To address these challenges, future research should focus on developing sustainability-aligned instructional materials tailored to different proficiency levels [94]. Digital tools such as gamification, AI-based platforms, and interactive applications can further support sustainability-based language learning [70]. Expanding teacher training programs is also essential, as many educators lack strategies for effectively integrating sustainability into language instruction [52]. Lastly, additional studies should investigate whether sustainability-focused curricula lead to long-term improvements in language proficiency and global awareness [48]. In addressing these limitations and refining instructional approaches, TTFL can become a platform for both language proficiency and sustainability literacy, preparing learners to engage with global challenges through language education.

Author Contributions

Conceptualization, M.Y. and T.A.; Writing—review & editing, M.Y. and T.A. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

Ethical review and approval were not required for this study. This study did not involve human participants or animal subjects.

Informed Consent Statement

Informed consent was not required for this study as there were no human participants involved in this study.

Data Availability Statement

The data presented in this study are accessible through the article. Further enquiries should be addressed to the corresponding author.

Conflicts of Interest

The authors declare that they have no competing interests.

Footnotes

Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

Tables

Table 1

A1 lesson plan (45 min).

Topic	Protecting Nature (Doğayı Koru, Geleceği Koru!)
Focus	Vocabulary
Learning	To introduce and practice vocabulary related to nature/the environment.
Objective	To gain awareness about protecting nature/the environment.
Assumed	Students can construct basic Turkish sentences with demonstrative pronouns.
Knowledge	Students know the vocabulary for classroom objects.
Introduction	Teacher shows a video about wasting resources in the world and opens the lesson by saying “People mostly waste resources. We do it as well. On my table, there are used paper and small rubbish. Today will learn the correct way to use these wastes”.
Lesson Procedure (STAR Framework)
Situation: Teacher introduces the following scenario: “There are many wastes in our class. They are…(Teacher presents new words ‘kâğıt, atık, geri dönüşüm…’ and use them in sentences) Let’s find a solution for this problem”.
Task: Students work in groups or pairs to create something useful or artistic from the rubbish/waste on the teacher’s desk.
Action: Teacher divides students into small groups and asks them to take materials from the table. Each group creates something useful or artistic. They build sentences using newly learnt words to define their recycled items. They then present their creation to the class.
Result: Teacher asks students what they have learnt today and whether the activity has been fun. They then evaluate the process. The teacher writes on the board what else we can do to protect nature and asks students to write a hashtag for X using the newly learnt words by the next lesson.

Table 2

B1 lesson plan (60 min).

Topic	The Eco-Class Treaty (Yeşil Sınıf Anlaşması)
Focus	Function
Learning	To use functional language to propose and negotiate opinions.
Objective	To raise awareness about eco-friendly practices in class.
Assumed	Students can form compound sentences.
Knowledge	Students are familiar with expressions for opinions, suggestions, and modals.
Introduction	Teacher shows a video about treaties to protect the world and writes their names on the board and adds “a lot of countries around the world have treaties to protect the world and they obey these rules. Today we are going to do something similar in our class.”
Lesson Procedure (STAR Framework)
Situation: Teacher introduces the following scenario: “Our class is a part of this beautiful environment. Let’s set rules together and make a treaty for our class so that we can keep it greener and more beautiful. I want to hear everyone’s suggestions. I will start first. Bence……yapmalıyız çünkü…”
Task: Students are divided into small groups to generate three rules for an eco-classroom.
Action: Students write their rules on the blackboard with their reasons. Each group then presents their rules, and the whole class discusses and chooses the best ones by expressing agreement or disagreement. The teacher writes the selected proposals on a large, recycled piece of paper.
Result: Teacher asks students whether they have had fun joining an eco-class activity. Teacher also assesses students’ efforts and activity process. Lastly, they ask students to think about what they can do for an eco-school and note their answers by the next lesson.

Table 3

C1 lesson plan (80 min).

Topic	Go Greener, Be Wiser (Doğayı Koru, Bilgece Yaşa)
Focus	Form and function.
Learning	To use persuasive language to negotiate meaning.
Objective	To propose practical solutions to minimize waste via creative solutions.
Assumed	Students can use advanced forms for persuasion, justification, and explanation.
Knowledge
Introduction	Teacher shows some photos from the city that they live in and says “As you see, almost every place here are full of waste. This disrupts the nature’s balance and poses a threat to our world. How about designing a campaign that will raise awareness about this problem through social media?”
Lesson Procedure (STAR Framework)
Situation: Teacher introduces the following scenario: Our neighborhood is full of plastic and food waste. Let’s design a campaign to increase public awareness through social media and think about which social media platforms can be used for this project.
Task: Students are divided into groups, and each group chooses a social media platform to design content for the campaign.
Action: Each group’s work must include a name, slogan, and content idea, such as an Instagram post/reels or a tweet, using technological devices. They create visual, audiovisual, or video designs via AI or web tools. They then present their campaign to the class and explain its impact.
Result: All groups assess their social media campaigns and choose the best one. Teacher shares their opinions about these campaigns and the activity process and asks students to consider the real-life applicability in their own countries by the next lesson.

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