Students’ Perceptions of Integrating Education for Sustainable Development into Undergraduate English Courses to Improve Sustainability Knowledge

Abstract

This research explores the perceptions of English language learners at the undergraduate level regarding the integration of education for sustainable development into an English language course. The themes identified in Target 4.7 of Sustainable Development Goal 4, Quality Education, were embedded in a compulsory course offered to undergraduates at a private liberal arts university in Lahore. The course content, identified by the university under the Higher Education Commission guidelines, were taught through sustainability themes integrated in the course employing the Content and Language Integrated Learning (CLIL) framework that guides embedding subject matter into language instruction. Participants perceived the integration to be highly effective for developing their language proficiency in a meaningful manner through increasing their sustainability awareness and developing them as conscientious citizens. Therefore, it is recommended to teach the English language through sustainability topics, particularly at the undergraduate level, to empower youth to develop as sustainability advocates.