Human activities such as construction, resource consumption, and transportation have led to significant environmental issues, causing many plant and animal species to disappear (Achuk Eba, 2020). As a result of the damage caused by humanity to nature, the issue of ‘sustainability’ has gained importance. The concept of ‘sustainable development’ was defined as ‘development that meets the needs of the present generation without compromising the ability of future generations to meet their own needs’ in the Brundtland Report (Our Common Future, Report of the World Commission on Environment and Development, 1987).

Since 1987, many meetings and conferences have been held on sustainable development, and in 2015, an agenda called ‘Transforming Our World’ was established by the United Nations, and in this summit, 17 main goals aimed to be achieved by 2030 on issues concerning the whole world were determined. These goals are; ‘no poverty, zero hunger, good health and well-being, quality education, gender equality, clean water and sanitation, affordable and clean energy, decent work and economic growth, industry, innovation and infrastructure, reduced inequalities, sustainable cities and communities, responsible consumption and production, climate action, life below water, life on land, peace, justice and strong institutions and partnerships for the goals (United Nations, 2016).  These goals should be integrated into the curriculum at all levels of education. ‘Education for sustainable development’ enables students to make informed decisions and take responsible actions for environmental integrity, economic sustainability and a just society for present and future generations (UNESCO, 2017). Individuals, institutions, private sector or non-governmental organisations across the globe have a role to play in achieving these goals. In this regard, education should contribute to the vision for global development (UNESCO, 2015; UNESCO, 2017).

The concept of sustainable development continues to influence global efforts in 2025, with numerous international studies exploring various aspects of sustainability, including education, curricula, and the integration of sustainability into teaching (Achuk Eba, 2020; Bladow, 2023; Chiriac & Latu, 2023; Dambudzo, 2015; Ge et all., 2023; Kanapathy, et al., 2019; Lei & Tang, 2023; Radha & Arumugam, 2023; Tisdale, 2023). However, a gap exists in the literature concerning the integration of sustainability into the English curriculum. While subjects like Science and Social Studies include sustainability, all curricula should contribute to raising awareness of global environmental issues. Therefore, English language teaching should play a key role in fostering sustainability awareness. This study aims to explore the need for an environmentally focused English language teaching program to enhance students' understanding of sustainable development.

When needs assessment is considered in terms of performance, needs refer to the gaps between current results and planned, desired results. The size and importance of these gaps are compared to inform decisions to be made in later stages of the study (Kaufman, Kaufman, Oakley-Brown, Watkins, and Leigh 2003). Needs assessment is a tool used to make better decisions in the studies, can be a guiding process in the decision-making process, justify the decisions in advance and provides a a systematic perspective for decision-makers and enables interdisciplinary solutions to complex problems  (Watkins, West Meiers & Visser, 2012). "In this study, the opinions of teachers and students were gathered regarding the inclusion of environment-focused elements in the 7th-grade English curriculum as a foreign language, and a needs assessment was conducted. The research question guiding the study is as follows:

“What is the level of environmental awareness among middle school 7th-grade students and their teachers prior to the implementation of a problem-based English curriculum integrated with environment-focused elements?”

In the study, qualitative phenomenological design was used. Phenomenological research explores the common meaning of the lived experiences of several people about a phenomenon or concept (Creswell & Poth, 2021). The research group of the study consists of 12 students (9 female; 3 male) studying in the 7th-grade of two public secondary schools in eastern of Türkiye in the 2024-2025 academic year and 3 teachers (1 female; 2 male). Students generally come from families with low socio-economic status. One of the teachers in the study is an English teacher, one is a Science teacher and the other is a Social Studies teacher. Seventh-grade students were selected because they are not yet affected by the exam anxiety typically associated with 8th grade. Convenient sampling method was used in recruiting the participants. The reason for using convenience sampling method in the study is that it is easier for the researcher to reach the aforementioned schools, the teachers and students there are open to new approaches to be used in the study, and the data collection process can be followed more closely and be more reliable. In order to collect the data, a semi-structured focus group interview form was developed by the researchers. The form was finalized after expert opinions (in the field of Educational Sciences and pilot study (three secondary school students). The students in both schools were divided into two groups as six + six and focus group interviews were conducted by the first researcher. MAXQDA software was used in data analysis. Descriptive analysis method was applied. In order to ensure validity and reliability in this study, each stage of the research was presented in detail, the necessary expert opinions were taken for the data collection tools, and the codes were carefully determined during the data analysis phase. The data were double-coded by the researchers. The data obtained as a result of the analyses were combined under themes in a clear and understandable way. Furthermore, relevant quotations were given to strenghten the interpretation of the results. A sample of integrating environmental elements into the 7th-grade English curriculum, based on the needs assessment, will be presented during the conference.

The analyses led to three key themes: ‘environmental problems’, ‘emotions related to these problems’ and ‘ways to raise awareness.’ Under environmental problems, issues like water, air, and soil pollution, climate change, global warming, forest fires, misuse of agricultural land, species extinction, improper tree planting, illegal hunting, and war were highlighted. Most students felt sad, angry, anxious, and powerless, while teachers felt responsible but helpless. “I feel responsible. If a student, who is under my responsibility, cuts the branches of the trees, tortures animals or throws rubbish around to pollute the environment, this would be terrible for me. Because it means that I have never taught anything to them”(T1). Suggested actions to address these problems included extinguishing fires, using filters in industries, saving water, preventing harm to animals, recycling, promoting public transport and renewable energy, using natural resources wisely and enforcing penalties. Teachers also advocated for initiatives like Erasmus projects, university activities and in-service training. “Throughout the country, municipalities, foundations, can organise seminars and such things may appear in advertisements in order to raise awareness”(S1). The study concluded that raising awareness should be an integral part of everyday life. This could be achieved by incorporating environmental topics into all curricula, involving families, using good examples and establishing national policies. Activities such as planting trees, organizing competitions, collecting waste, watching documentaries, and organizing discussions were suggested for inclusion in lessons. Participants also believed that English lessons could positively impact environmental awareness. The research emphasized the urgency of immediate action and the integration of environmental education into curricula. This aligns with previous studies advocating for sustainable development in education (Achuk Eba, 2020; Dambudzo, 2015; Ge et al., 2023; Kanapathy, et al., 2019). The findings suggest updating all programs to enhance environmental awareness and promoting outdoor activities during lessons to further engage students.

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