References
- American Educational Research Association. (2006). Standards for reporting on empirical social science research in AERA publications. Educational Researcher, 35(6), 33–40.
- Ardoin, N. M., Bowers, A. W., & Gaillard, E. (2020). Environmental education outcomes for conservation: A systematic review. Biological Conservation, 241, Article 108224.
https://doi.org/10.1016/j.biocon.2019.108224 - Berkes, F. (2017). Sacred ecology (4th ed.). Routledge.
- Borg, S., & Al-Busaidi, S. (2012). Learner autonomy: English language teachers’ beliefs and practices. ELT Journal, 66(3), 283–292.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
https://doi.org/10.1191/1478088706qp063oa - Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Multilingual Matters.
- Cebrián, G., & Junyent, M. (2015). Competencies in education for sustainable development: Exploring the student teachers’ views. Sustainability, 7(3), 2768–2786.
https://doi.org/10.3390/su7032768 - Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume. Council of Europe Publishing.
- Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
- Freire, P. (1970). Pedagogy of the oppressed. Continuum.
- Gadotti, M. (2008). Education for sustainability: A critical contribution to the Decade of Education for Sustainable Development. Green Theory & Praxis Journal, 1(1), 15–64.
- IPCC. (2022). Climate change 2022: Impacts, adaptation and vulnerability. Intergovernmental Panel on Climate Change.
https://www.ipcc.ch/report/ar6/wg2/ - Jickling, B., & Sterling, S. (2017). Post-sustainability and environmental education: Remaking education for the future. Palgrave Macmillan.
- Kramsch, C. (2013). Language and culture. Oxford University Press.
- Leicht, A., Heiss, J., & Byun, W. J. (Eds.). (2018). Issues and trends in education for sustainable development. UNESCO.
- Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformative learning theory. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3–33). Jossey-Bass.
- Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Multilingual Matters.
- OECD. (2019). OECD learning compass 2030: A series of concept notes. OECD Publishing.
https://www.oecd.org/education/2030-project/ - Ryan, A., & Tilbury, D. (2013). Flexible pedagogies: New pedagogical ideas. Higher Education Academy.
- Tashakkori, A., & Teddlie, C. (2010). Putting the human back in “human research methodology”: The researcher in mixed methods research. SAGE.
- Tilbury, D. (2011). Education for sustainable development: An expert review of processes and learning. UNESCO.
- UNDP. (2022). Human development report 2022: Uncertain times, unsettled lives. United Nations Development Programme.
https://hdr.undp.org/ - UNESCO. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing.
- UNESCO. (2019). Education for sustainable development: Towards achieving the SDGs (ESD for 2030). UNESCO Publishing.
- UNESCO. (2020). Education for sustainable development: A roadmap. UNESCO Publishing.
- UNESCO. (2021). Futures of education: Learning to become. UNESCO Publishing.
- United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. United Nations.
https://sdgs.un.org/2030agenda - Vare, P., & Scott, W. (2007). Learning for a change: Exploring the relationship between education and sustainable development. Journal of Education for Sustainable Development, 1(2), 191–198.
- Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218.
https://doi.org/10.1007/s11625-011-0132-6