Integrating Education for Sustainable Development into Russian language teaching in Chinese universities: a cross-cultural approach

Purpose This study aims to investigate the integration of Education for Sustainable Development (ESD) into Russian language courses at a Chinese university using a cross-cultural language-teaching framework. It aims to develop strategies to enhance students’ linguistic competencies while addressing sustainability challenges. Design/methodology/approach A mixed-methods approach was used, combining qualitative and quantitative data collection and analysis (classroom observations, teacher interviews, surveys and pre- and post-tests) regarding 36 final-year students and 3 teachers. Findings Embedding ESD into Russian language curricula significantly improved students’ language proficiency and sustainability awareness. Project-based learning, discussions and debates on the Sustainable Development Goals deepened students’ intercultural understanding and critical thinking skills. Teachers found the changes effective, although challenges included students’ limited prior knowledge and linguistic difficulties with sustainability-related terminology. Research limitations/implications The study provides a replicable 12-week implementation roadmap for B2-level university Russian courses, including sequenced cross-cultural tasks, sample Russian input types and competency-aligned assessment checkpoints to support ESD integration and language development. Practical implications The research offers actionable curriculum design recommendations, including project-based learning and cross-cultural tasks, and underscores the need for teacher training in sustainability-oriented pedagogy. Originality/value This study addresses a theoretical gap in ESD-focused research in relation to Russian language education; current studies predominantly relate to English language contexts.