Climate change has emerged as a pressing global issue that requires a collective response across sectors, including higher education. In this context, universities play a crucial role in integrating sustainability issues into the educational process to enhance students’ awareness and social responsibility. This study aims to evaluate the effectiveness of incorporating climate change themes into a foreign language skills course to increase students’ awareness of climate change.
This study employed a mixed-methods, quasi-experimental design with 124 students. Quantitative data were collected using a validated 18-item Climate Change Awareness Scale, administered as pre- and post-tests, to assess knowledge, attitudes and behavioral intentions. Additionally, qualitative data were gathered through open-ended questions and focus group discussions to gain insights into students’ perceptions of the effectiveness and relevance of integrating climate change topics.
The results indicated a significant increase in students’ climate change awareness following the intervention, with the most notable improvement in knowledge, followed by behavioral intentions and attitudes. Courses that emphasized interaction and argumentation, particularly in speaking and writing, were deemed the most effective in increasing student awareness. Qualitative results suggest that integrating climate change issues enhances the relevance of learning, strengthens critical thinking skills and boosts students’ motivation.
The findings underscore the strategic role of higher education in cultivating graduates with a strong sense of environmental awareness and social responsibility through interdisciplinary learning that addresses global issues.
This research makes a unique contribution to the development of an integrated model for Education for Sustainable Development within higher-education foreign-language curricula.
