Discursive Representations of Education for Sustainable Development in Policy Documents by English Medium Instruction Schools in Estonia and Norway

Pubblicato online: 29 mag 2021

Pagine: 55 - 66

DOI: https://doi.org/10.2478/dcse-2021-0005

Parole chiave

discursive representation, education for sustainable development (ESD), English medium instruction (EMI), policy documents, secondary school

© 2021 Oleksandr Kapranov, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.