7. A környezet témája az angol nyelvi órákon, az érettségi vizsgán és a nyelvvizsgákon

In June 2023, the World Wildlife Fund of Hungary conducted a comprehensive public opinion survey to assess the attitude of the Hungarian population aged 18-59 in relation to sustainability, including environmental and nature protection. Based on the results, it can be said that the attitude of young adults has changed in comparison to previous years, namely that their proportion has significantly decreased in the group characterized by real environmental awareness. 20 percent of the population is made up of ’pseudo-environmentally conscious people’, people of apparent measures. There are 20 percent of the population who are eco-skeptic, the people under the age of thirty are overrepresented. However, they are already the generation that have already encountered content related to the environment and environmental protection during their education. These problems are particularly suited to be addressed not only within the framework of one subject, but also in an interdisciplinary approach. In addition to science classes, there is an excellent opportunity to instruct students in sustainability during Hungarian or foreign language subjects. In our research we have investigated the content related to the environment, environmental protection and environmental awareness. We have also reviewed the ordinary and advanced level graduation topics in order to get an idea of how and at which level the environment and its related questions appear among the topics. Furthermore, we inquired into the manner practising teachers about its implementation in an online survey; as well as investigated into the nature of content concerning the topics of environmental protection and/or climate change can be found in the language exams available in Hungary. The ideas formulated in the National Core Curriculum regarding the teaching of sustainability and environmentalism do not align with the output expectations, and moreover, they show a very diverse picture even when looking at the language exams. It follows that including content in the curriculum to improve environmental awareness does not necessarily mean the acquisition of knowledge in this subject.