Earth is currently facing a multifaceted planetary emergency, primarily due to a lack of fundamental knowledge regarding critical global issues. This situation necessitates the integration of the 17 Sustainable Development Goals (SDGs) established by the United Nations, which are to be achieved by 2030, into educational curricula. Such integration will ensure that future generations develop a comprehensive understanding of emerging threats and assume shared responsibility for sustaining the planet. In this context, language education serves as a foundational means of fostering global awareness. In this paper, the Common European Framework of Reference for Languages is adopted as a guide for pedagogical alignment and language development. Three course plans have been developed for A1, B1, and C1 proficiency levels to raise awareness of sustainability and enhance language competencies. Nature-related themes have been integrated into teaching Turkish as a foreign language using the STAR (Situation, Task, Action, Result) framework. Consequently, learners of Turkish as a foreign language engage with meaningful, real-life contexts that relate to the environmental and climate components of the SDGs. Based on this framework, this study aims to foster both linguistic and ecological literacy through the integration of sustainability themes into foreign language teaching.

As the global learning environment increasingly aligns with the Sustainable Development Goals (SDGs), social sustainability, often described as the missing pillar of development, has gained a more central position in national education agendas. However, these global tendencies do not translate directly into local curricula, as sustainability constitutes a multidimensional framework shaped by contextual conditions, cultural negotiations, and policy-oriented discussions. This study presents an empirical analysis of the conceptualization of social sustainability within the framework of the Turkey Century Education Model (Türkiye Yüzyılı Maarif Modeli), introduced as part of a curriculum redesign in Turkey in 2024. Turkish Language and Literature textbooks used in Grades 9 and 10 are analyzed through Critical Document Analysis (CDA). A hybrid pedagogical model is developed by integrating the Virtue–Value–Action curriculum framework with the tripartite sustainability model formulated by Vallance et al. The findings indicate that Bridge Sustainability is evident through conceptual tools and performance-based activities promoting active and responsible citizenship. In contrast, Development Sustainability remains limited, particularly regarding gender equity and inclusive practices. Cultural continuity is prioritized over structural accommodation within the curriculum. Overall, the results suggest that the Turkey Century Education Model prioritizes cultural continuity while engaging with internationally valued competencies.

Bu çalışmada, Türkiye Türkçesinde yaygın olarak kullanılan mI/mU edatı hakkında yapılmış çalışmalarda yer alan farklı değerlendirme ve adlandırmalardan kısaca bahsedilerek, edatın çeşitli görevleri, cümle içindeki işlevleri sıfat ve zarflarda yaptığı derecelendirme ele alınmış ve incelenmiştir. Türkiye Türkçesinden seçilen örnek cümlelerle mI/mU edatının tekrarlanan sıfat ve zarflar arasında kullanılışı; bu tekrarlarda cümleye kattığı anlam özellikleri çeşitli kaynaklardan alınan örneklerle değerlendirilmiştir.