Editorial: Education for Sustainable Development (ESD) in Slavic Language Teaching

Abstract

The Global Development Organisational Framework provides a practice-oriented framework of competencies that is underpinned by both the “Guide to Embedding” Textbooks for Sustainable Development (UNESCO/MGIEP, 2017) and the “European Sustainability Competence Framework”, GreenComp (Bianchi et al., 2022). Platforms such as bne-portal.de, bildung2030.at and education21.ch offer a wide range of lesson examples for implementing Education for Sustainable Development across all subjects. Regarding English language teaching methodology, Uwe Küchler’s seminal work, Environmental Literacy and the Teaching of English (2025), presents the subject-specific pedagogical foundation for foreign language teaching informed by the Environmental Humanities. The teaching of Slavic languages, which has lacked such a foundational work to date, is thus provided with a solid basis upon which it can build its specific concepts for language, literature, and media pedagogies. The tenth issue of the journal DiSlaw – Didactics of Slavic Languages cannot (yet) close this gap. Rather, the scientific-theoretical contributions, theory-guided studies from teaching practice, and the best-practice contributions in this issue demonstrate the challenges faced by ESD in the teaching of Slavic languages. However, they also highlight the opportunities it offers as a forward-looking educational approach, well beyond 2030.