From My Classroom to Yours: Greetings from Dr. Haley

Dr. Haley Penny is an educator, researcher, and curriculum developer dedicated to reshaping sustainability education through multilingual, systems-based learning.

As the founder of The Sustainability Classroom, she develops engaging, interdisciplinary educational materials that empower students to think critically about the interconnections between the environment, economy, and ethics (society). Her academic and professional work combines language education, sustainability education, and social-emotional learning, ensuring that students develop both the knowledge and the mindset to contribute meaningfully to a more sustainable world.

Though originally from Phoenix, Arizona, Haley has spent over six years living in the Basque Country, Spain, where she earned her Ph.D. in Language Acquisition in Multilingual Settings (LAMS) from the University of the Basque Country (UPV/EHU). Under the mentorship of Dr. Yolanda Ruiz de Zarobe, her doctoral research explored the intersection of sustainability and language acquisition in CLIL (Content and Language Integrated Learning) classrooms.

Her dissertation, Integrating Sustainability and Language Learning in CLIL Contexts: An Analysis of Researcher-Developed Pedagogical Materials, suggests that sustainability-focused instruction can support linguistic development, while also creating opportunities for critical thinking and cross-cultural awareness in CLIL contexts. These conclusions are grounded in teacher perceptions across diverse settings, where the materials were consistently viewed as adaptable, engaging, and supportive of language learning.

Haley’s academic background is rooted in systems thinking and interdisciplinary learning. She graduated with distinction from Arizona State University (ASU), earning a B.S. in Sustainability and a B.A. in Spanish, along with a TESOL certification. At ASU, she developed a systems-based approach to sustainability, studying how environmental, economic, and social factors interconnect at both micro and macro levels. Her studies also introduced her to the role of language in sustainability discourse, adding to her lifelong interest in multilingualism and sociolinguistics. She later earned a Master’s in Multilingual Education from the University of the Basque Country, where she specialized in CLIL learning spaces, sociolinguistic pedagogy, and materials development, under the guidance of Dr. Jasone Cenoz. Her research has been presented at international conferences, and she has authored publications on CLIL sustainability materials design, music fandoms as linguistic communities of practice, and holistic teacher support. Haley’s work has been recognized for its innovative approach to integrating sustainability literacy into language education, making her a leading voice in the field of holistic, interdisciplinary learning.

Beyond her academic work, Haley has spent over a decade teaching and designing educational learning materials across diverse learning environments. She has worked in both formal and non-formal learning spaces, developing curriculum and instructional resources that bridge language learning with real-world sustainability challenges. She has taught gardening and sustainability programs in Arizona elementary schools, worked as a university instructor, and led CLIL-based language courses for students ranging from preschoolers to professional soccer players. Haley also has experience with educational program development, specifically focusing on bilingual character education and, her newest learning endeavor, neurodivergence in the classroom. She has both written content and managed a team of content writers to create SEL activities, diversity lessons, teacher resources, and multilingual classroom materials. Haley enjoys writing scripts for short- and long-form videos, creating storyboards, and conceptualizing engaging educational videos. Her expertise in materials development and instructional design has made her a valuable teammate in curriculum innovation, teacher training, and educational program development.

At the core of Haley’s work is a belief in the power of education to transform how we understand and engage with sustainability. She envisions a future where students from all backgrounds have access to high-quality, interdisciplinary learning experiences that help them connect knowledge across disciplines, develop a sense of agency, and take meaningful action in their communities. Through The Sustainability Classroom, she continues to create innovative learning materials that bridge multilingualism and sustainability education, fostering global competence, critical thinking, and environmental stewardship.

When she’s not developing classroom materials or conducting research, Haley enjoys running, cooking, building LEGO sets, and playing both piano and guitar. She is currently studying Spanish, Italian, Basque, French, and Korean, and is continually exploring new ways to connect language, culture, and sustainability education in meaningful and engaging ways.