ESG is a new term that is grounded on the concepts and enterprises of the tripod of sustainability. ESG expands the compass of governance, furnishing lesser visibility for those directly involved with the association’s growth. ESG relates to all aspects of how we cover and profit the world in which we live [1]. Frequently, education is used by policy makers as an instrument to induce behavioural changes into a “socially desirable direction”.

As part of the implementation of the ideas of this concept (the concept of sustainable development), the development of ESG competencies is of particular importance. The abbreviation ESG means environmental (E), social (S), governance (G) [4].

Most researchers who are involved with ESD hold that an instrumental vision on ESD by definition cannot be reconciled with the definition of education [2, 3]. Some authors believe that sustainable development as a guide which is always present in the background and which gives direction when looking for solutions of sustainability issues [4]. In this sense, sustainable development can be considered that for every teacher and student should always be present at the back of their minds, when taking decisions.

In addition, for teaching a foreign language in general, and the process of independent work during online courses in particular, it is necessary to consider the volitional and intellectual attitudes of students, their characteristics and preferences, as well as the level of motivation of students.

Satisfaction with the use of online tools has also become a subject of measurement in many studies. Carolyn Plump and Julia La Rosa (2017) state that free access, ease of use and the ability to create game-based quizzes, discussions, and surveys gave this eLearning platform wide acceptance [5].

For this research, adults (31 – 50 y.o.) of the NLMK group from the department of “Environmental, social and corporate governance. Sustainable development” are of particular interest, for which one of the main conditions determining the content of education is the use of digital tools in the process of students' learning.

Each component fully complies with ESG strategies and is associated in one way or another with competencies. The social component helps learners to work in groups, discuss issues on the platform and also do peer review, which is very good for socializing learners. The management component is aimed at the involvement of students in the process of taking an online course and identifying leadership qualities.

The integration of organizational competencies directed at sustainable principles highlights the confluence between individual and organizational objectives.

Particular attention in creating an online course will be paid to the factor that helps to realize the professional competence of students in NLMK company: Educational aspect (social content of the goal); The developing aspect (the psychological content of the goal) is determined by the nomenclature of objects subject to purposeful development; The teaching aspect (pedagogical content of the goal) lies in the fact that teaching a foreign language culture is used as a means of moral, ethical, aesthetic and labor education.

For a future research, a survey was created in Google forms for NLMK students. This survey was the basis for creating a future online course, since it is necessary to consider all the needs, interests and abilities of the learners. The survey consisted of 15 questions, which included answers with different forms: free answer, scale from 1 to 5, choose answers from the list. All questions in this study was aimed at using and creating a future online course. 22 future learners decided to participate in the survey. Upon completion of the survey, it is possible to understand what interests, problems adults (31 – 50 y.o.) of the NLMK group from the department of “Environmental, social and corporate governance. Sustainable development” have.

Since adults (31 – 50 y.o.) of the NLMK group from the department of “Environmental, social and corporate governance. Sustainable development” will be of particular significance for the future research, it is necessary to produce comfortable conditions for students and involve students in the process of learning a foreign language. To involve students in this process, it is supposed to create an online course.

The leading component of the system and the creation of an online course that will be developed was the principle of professional orientation. The principle of professional orientation has determined the goals, content, methods, forms and means of teaching that contribute to the development of professional competence of adults (31– 50 y.o.) of the NLMK group from the department of “Environmental, social and corporate governance. Sustainable development”.

Another conceptual provision of the future online course was a person-centred approach. The purpose of the personality-oriented approach is to create conditions for the development of personal and professional qualities and capabilities of each student, contributing to self-actualization and self-realization of everyone in the chosen professional field [6]. The content of personality-oriented education is aimed at meeting human needs, therefore, based on the experience of each student, there is an idea to create such an online course in which the content of education is not set in advance, but is born in the process of student interaction. The success of this approach in the educational process depends on the specification of the immediate tasks of students, the expedient organization of the educational process, the flexibility of pedagogical technologies [7].

It is necessary to create some exercises that will help to consolidate the material and will be useful and interesting for students. It is necessary to create a future course considering this factor and the age characteristics of the students.

A feature of the future online course will be the implementation of materials for the adults (22 – 50 y.o.) of the NLMK group from the department of “Environmental, social and corporate governance. Sustainable development”. This presupposes:

·        ensuring the communicative orientation of the process of mastering the material by students, providing for the inclusion of game and project methods in the educational process;

·        activation of the process of teaching a foreign language through motivation of students, considering their needs, motivational and semantic manifestations;

·        increasing the role of extracurricular independent work, aimed at the use of various information sources by students, depending on their capabilities.

Each section of the future course will be devoted to practicing one of the four types of speech activity and contains a description of the corresponding part of the exam, criteria for evaluating answers, tips for achieving maximum results, strategies for preparing for the exam, and practice tests. In addition, each section will contain individual recommendations and materials.

Thus, the development of communicative competence is impossible without the preparation of oral and written speech skills. However, knowledge of lexical and grammatical material does not provide the formation of communication skills. These skills are formed through the active involvement of the student in the educational process [8].

In the future online course, the following theoretical and practical research methods will be used: material analysis, modelling, methods of collecting and accumulating data, methods of control and measurement, methods of data processing and methods of introducing research results into pedagogical practice. In the future development of distance support materials for the above courses, the following methodological principles will be relevant: communicative approach; visibility of the material; availability of material;

The future online course will be structured on a modular basis, with each module having a specific topic and semantic completeness. To assess the level of the material, two types of testing will be used: intermediate (at the end of each module) and final (multiple choice and open type tasks).

The following methods of introducing new vocabulary are optimal: using video material, word-formation analysis and translation. Consolidation of the material will be carried out using the following exercises: answering questions, using video material to repeat the studied material, exercises will be designed through a test function (choose a synonym / antonym, multiple choice, finish a sentence, insert a word into the text).

The use of distance support makes it possible to actualize a differentiated approach to teaching students. The elements of each module will include training in listening, reading, writing skills, the use of grammar and vocabulary, with the control of mastering skills. Within the framework of each module, the selection of material for additional study will be carried out, depending on the goals, objectives of the course, opportunities and the level of proficiency in a foreign language of students.

The study analyzed the list of references that raises the problem of using and implementing digital tools and technologies in the process of teaching and learning a foreign language for adults (22 – 50 y.o.) of the NLMK group from the department of “Environmental, social and corporate governance. Sustainable development”. That is why it was concluded that for working on digital platforms interest and motivation of students to complete an assignment is very significant. It can be achieved by creating an online course that matches the interests of learners and the principles of their field of study.

In addition, this course project analyzed the existing literature on the problem of using digital technologies in the course of the studying of university students. With the help of the studied works, the advantages of using digital tools in comparison with traditional assignments for learning a foreign language in the classroom were highlighted. Among them, for instance, the possibility of immersion in the language environment and a general increase of students’ motivation to learn a foreign language.

Taking everything into consideration, the need to create an online course on a NLMK group platform for learning a foreign language was identified in order to fully involve students in the process of digitalization and interesting learning of foreign languages.

References:
1.     Jensen, B.B. & Schnack, K. (1997) The action competence approach in environmental education. Environmental Education Research 3 (2), p. 163-178.
2.     Hill, J. (2020). Defining and measuring ESG performance. Environmental, Social, and Governance (ESG) Investing, 167–183.
3.     Human Ecological Sustainability. (2013). Ecological Sustainability, 1–15.
4.     Caiado, R.G.G. Quelhas, O.L.G. Nascimento, D.L.D.M. Anholon, R.; Filho, W.L. (2018). Measurement of sustainability performance in Brazilian organizations. Int. J. Sustain. Dev. World Ecol. 25, 312–326.
5.     Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151–158.
6.     Aydin, S. (2012). A review of research on Facebook as an educational environment. Educational Technology Research and Development, 60(6), 1093–1106.
7.     Sykes, J. M. (2018). Digital games and language teaching and learning. Foreign Language Annals, 51(1), 219–224.
8.     Tarmuji, I.; Maelah, R.; Tarmuji, N.H. (2016). The Impact of Environmental, Social and Governance Practices (ESG) on Economic Performance: Evidence from ESG Score. Int. J. Trade Econ. Financ. 7, 67–74.