Abstract:

Language plays a crucial role in global communication and cooperation, with English, as a universal language, uniquely positioned to address global issues such as sustainable development. This study explores language instructors’ views, practices, and challenges in integrating Sustainable Development Goals (SDGs) into their English language classrooms. The data were taken from the language instructors of the sampled 11 higher education institutions (HEIs) in the Caraga region. A qualitative developmental study was used as the research design following the three (3) phases: pre-testing, development, and validation. A survey instrument was floated to get the participants’ awareness of the SDG targets. An interview was conducted with the language instructors to investigate their classroom practices in integrating SDGs. Additionally, a classroom observation was also held to further probe the participants’ answers during the interview. Moreover, the syllabus was also checked to see possible integration activities. Implications and recommendations taken from the participants were used to develop a course on TESD.

Findings reveal that language instructors know some SDG goals, but their awareness of specific SDG targets is limited, ranging from little to moderate. Despite this, instructors acknowledge the importance and attainability of teaching SDGs through English teaching. However, their knowledge lacks the depth needed for a structured integration of SDG content. The study then concludes that instructors require deeper knowledge and more deliberate methods to fully integrate SDGs into English instruction. Hence, the study recommends developing a new course in higher education focused on explicitly teaching SDGs in English classrooms for SDG emphasis. It also suggests providing specialized training for English instructors on the SDGs to equip them with the knowledge and skills needed to integrate sustainable development into their language teaching effectively. These steps are essential to empower language instructors and promote the intentional teaching of SDG themes.

Keywords:

English for Sustainable Development, Curriculum Development, English Language Teaching, Sustainable Development Goals, Qualitative-Developmental Research.