Integrating UN SDGs in ELT: How Far Tertiary EFL Teachers in Oman Are Successful

Abstract

Sustainability has emerged as a global priority, promoting educators across disciplines to integrate sustainability-related themes into their curricula. In English Language Teaching (ELT), embedding the United Nations’ Sustainable Development Goals (SDGs) offers an opportunity not only to enhance linguistic competence but also to foster global citizenship, critical thinking, and socio-cultural awareness. This study investigated how tertiary-level English as Foreign Language (EFL) teachers in Oman perceive and integrate SDGs into their ELT practices. The study also explored the challenges encountered, as well as the support needed to ensure successful and meaningful fusion of the SDGs into ELT practices. Adopting a mixed-methods approach in an explanatory, sequential design, the study involved 82 EFL teachers from private universities across Oman. Data were collected through a structured questionnaire and focus group discussions. The findings indicated that while the majority of the participants acknowledged the value of embedding SDGs in ELT; particularly for enhancing students’ critical thinking and global awareness, most were still in the early stages of the comprehensive integration. However, several significant barriers were identified, including students’ low language proficiency, limited instructional time, lack of appropriate teaching resources, unclear assessment practices, instructional overload, and insufficient institutional support. The study concluded that there is a need for targeted professional development, institutional collaboration, and support systems to enhance the integration of SDGs within the ELT context in Oman. For EFL teachers, they can project role models for learners in sustainability-oriented education, along with themes like energy saving and maintaining class equipment, to raise students’ awareness.