ArticleFrontiers in psychology2026
A sustainable bilingual learning ecosystem in higher education: teacher and peer support under SDG 4.7.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Purpose: Grounded in the theoretical framework of Education for Sustainable Development (ESD) and aligned with Sustainable Development Goal 4.7 (SDG 4.7), this study aims to explore how teacher support and peer support jointly contribute to the construction of a sustainable bilingual learning ecosystem in higher education. The study further examines the forms through which these two types of social support are provided and observes their associations with learners' motivation, self-efficacy, and psychological wellbeing, thereby offering theoretical support for the cultivation of sustainable bilingual competence. Methods: A qualitative research design was adopted. Semi-structured interviews were conducted with language-major teachers ( Findings: The findings identify three core characteristics of a sustainable bilingual learning ecosystem: (1) teacher support operates through a dual-mode mechanism, encompassing structured linguistic empowerment, contextualized emotional care, and intercultural support; (2) peer support functions through synergistic effects, including cognitive collaboration and emotional resonance; and (3) Students internalize external support by developing intercultural psychological safety, thereby strengthening an interest-self-efficacy reinforcement cycle, ultimately achieving flow experiences and deep engagement in bilingual practices. Conclusion: Sustainable bilingual competence is cultivated within an interactive learning ecosystem, in which teacher support and peer support serve as key external social resources. Learners internalize these supports through interrelated psychological processes-such as psychological safety, motivation, and self-efficacy-thereby facilitating sustained engagement and development in bilingual learning contexts.
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