Cui Wenjing, Evelyn Elizabeth Pacquing
ABSTRACT
This study examined the integration of the Sustainable Development Goals (SDGs) in English language instruction to promote sustainable literacy through language education. Recognizing the role of English teaching in advancing global citizenship, the research examined teachers’ and students’ perceptions, competence, and attitudes toward SDG integration. A mixed-methods approach was employed, involving 20 College English teachers and student participants from four higher education institutions. Quantitative data were gathered through surveys, while qualitative insights were obtained from interviews and open-ended responses. Findings revealed that SDGs are integrated to a great extent across learning outcomes, curriculum content, teaching methodology, instructional resources, and assessment. Teachers demonstrated high levels of knowledge and skills and showed favorable attitudes toward SDG integration, regardless of their profile variables. Students, though novice in SDG knowledge, exhibited highly favorable attitudes toward integration. Significant relationships were found among teachers’ extent of integration, their competence, and students’ knowledge and attitudes. Challenges identified included curriculum misalignment, lack of contextualized resources, and varying student proficiency levels. The findings highlight the need for systematic support in curriculum design, training, and resource development. A contextualized instructional plan was proposed to strengthen SDG integration in English language teaching.
Keywords: English language teaching integration, sustainable development goals (SDGs), teaching practice
https://doi.org/10.57180/xupb7498