Speaker
Description
Developing individuals who can contribute to a sustainable society is a key challenge for education. Yet many global issues make this goal increasingly difficult. Students therefore need opportunities to learn about these issues, think critically, and take meaningful action. This practice-oriented presentation introduces a classroom activity model for teaching global issues in English lessons and shows how it can encourage students to move from awareness to action. Participants will gain practical ideas for their classrooms.
Abstract section 5: References
Cates, K. (1990). Teaching for a better world: Global issues in language education. The Language Teacher, 14(5), 3–5.
Jensen, B. B., & Schnack, K. (2006). The action competence approach in environmental education. Environmental Education Research, 12(3–4), 471–486. https://doi.org/10.1080/13504620600943053
Abstract section 1: Relevance
Education for sustainable development emphasizes empowering learners to understand global challenges and take informed action. In language education, global issues have increasingly been used as meaningful content to promote critical thinking and global awareness (Cates, 1990). However, many classroom practices still focus mainly on knowledge and discussion rather than encouraging student action. Recent scholarship in global education highlights the importance of developing students’ “action competence” in addressing real-world issues (Jensen & Schnack, 2006). This presentation responds to this need by exploring how English lessons can move students from learning about global issues to taking meaningful action.
Abstract section 4: Outcomes/results
Participants will learn a practical lesson model designed to help develop learners who can contribute to a sustainable society. Using the three-step framework—learn, think, and act—they will see how classroom activities such as videos, essays, and action-oriented tasks can be sequenced to move students toward engagement with global issues. The presentation will demonstrate how short videos, such as those from TED-Ed, can support lessons on various global topics. In the action stage, participants will explore ways to guide students beyond personal behavior changes to considering actions that influence society, connecting classroom learning to broader impact beyond the classroom.
Abstract section 3: Content/method
The presentation illustrates a lesson built around an editorial titled “Want to Save the World? Go Vegetarian.” The lesson follows a three-step model: learn, think, and act. First, students deepen their understanding of the topic through short videos and related reading. Next, they write a for-or-against essay after brainstorming advantages and disadvantages. Finally, students consider possible actions by reflecting on personal behavior changes and proposing ideas for broader societal action.
Abstract section 2: Contribution/research questions
Although Japan’s national curriculum emphasizes developing learners who can contribute to a sustainable society, English classes often focus primarily on comprehension when global issues are used as lesson topics. As a result, students rarely move beyond understanding texts to considering possible actions. The purpose of this presentation is to introduce key principles and practical strategies that help students view global issues as personally relevant and encourage them to take initial steps toward action.
| Title | Inspiring Student Action Through Global Issues Lessons |
|---|---|
| Teaching Context | Junior/senior high-school |