A Quantitative Investigation of the Titles of Research Articles on Education for Sustainable Development
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https://doi.org/10.69760/egjlle.2500204##semicolon##
academic discourse##common.commaListSeparator## research article (RA)##common.commaListSeparator## research article title##common.commaListSeparator## education for sustainable development (ESD)##common.commaListSeparator## a quantitative analysisSantrauka
Education contributes to the vision of a sustainable world by promoting sustainability and sustainable development in the teaching and learning processes both globally and locally (Salīte et al., 2024, p. 2). The idea of an environmentally-balanced and sustainable planet forms an intrinsic part of Education for Sustainable Development (ESD). Fairly recently, there has been a surge in research publications that focus on ESD (Kapranov, 2020a). Concurrently, studies on the ESD-related discourse are on the rise as well (Collins & Garrity, 2025; Luchenko & Yurchenko, 2023). However, there is insufficient research on the titles of research articles (RAs) on ESD (Kapranov, 2021). Seeking to address the current research gap, this contribution presents a quantitative study that aims to establish the frequency of lexical items in the titles of RAs on ESD. Specifically, the study involves a corpus of titles of RAs that are published by the Journal of Teacher Education for Sustainability within the period of time from 2014 to 2024. The corpus is processed in the computer program AntConc (Anthony, 2022) in order to identify the frequently occurring lexica associated with the titles. The results of the quantitative examination indicate that the titles in the corpus are characterised by such frequently occurring lexica as prepositions (e.g., of) and such notional words as education. These findings are illustrated and discussed in relation to the existing literature on titles in RAs. The article concludes with an outline of the major findings and their applicability to academic writing in the domain of ESD.
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