Abstract
This study examines how sustainable entrepreneurship training can be integrated into English for specific purposes (ESP) courses in higher education. The training in this study was structured around the EntreComp framework and aligned with the United Nations Sustainable Development Goals (SDGs). Informed by a challenge-based learning approach and the EntreComp framework, 29 first-year business management students participated in a 9-hour climate entrepreneurship training, delivered by a qualified trainer in sustainable entrepreneurship education. Data were collected through two post-intervention surveys combining Likert-scale items and open-ended questions. Responses suggest certain positive patterns in several EntreComp competences, particularly creativity, opportunity recognition, and perseverance. Students also reported increased interest in identifying sustainability-related problems as business opportunities and heightened awareness of the role of entrepreneurship in addressing climate change. The results are based on post-intervention self-reported data and therefore reflect perceived competence development. These findings suggest that ESP contexts can be designed not only to enhance language learning but also to foster entrepreneurial and sustainability competences. The paper concludes with implications for interdisciplinary ESP curriculum design and recommendations for collaborative models that combine language instruction with sustainability-oriented entrepreneurship training.
DOI
https://doi.org/10.4079/gbl.v26.5
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