I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching

Ching Ting Tany Kwee
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Ching Ting Tany Kwee: Faculty of Arts, Design and Architecture, School of Education, The University of New South Wales, Sydney, NSW 2052, Australia

Sustainability, 2021, vol. 13, issue 8, 1-24

Abstract: Previous studies indicated that K-12 teachers generally felt reluctant to incorporate sustainable development in their teaching due to a lack of skills, knowledge and interest, particularly language teachers. This qualitative case study, grounded in the Social Cognitive Career Theory, aims to identify the significant factors influencing English teachers’ motivation of incorporating the United Nation’s Sustainable Development Goals (SDGs) into their teaching. Data were collected from multiple sources including semi-structured interviews and classroom observations. By examining how teachers’ self-efficacy develops in relation to outcome expectations and performance goals, the findings showed that teachers’ personal beliefs, attainment of teaching goals and supportive school management can positively influence their self-efficacy and boost their motivation in incorporating SDGs in their English teaching. Such findings can be useful for educators, school management, educational institutes, universities and policy-makers to develop strategies to facilitate teachers’ active roles in ESD by fostering greater collaboration across disciplines and providing relevant professional development and goal-relevant supports.

Keywords: education for sustainable development; sustainable development goals; K-12 teachers; social cognitive career theory; motivation; self-efficacy; case study; semi-structured interviews; classroom observations (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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