Raising pre-service English language teachers’ awareness of sustainable development goals through literary texts


Arıkan A., Zorba M. G.

INTERNATIONAL JOURNAL OF SUSTAINABILITY IN HIGHER EDUCATION, no. , pp.1-15, 2024 (SSCI)

  • Publication Type: Article / Article
  • Publication Date: 2024
  • Doi Number: 10.1108/ijshe-06-2023-0256
  • Journal Name: INTERNATIONAL JOURNAL OF SUSTAINABILITY IN HIGHER EDUCATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Pollution Abstracts, Public Affairs Index
  • Page Numbers: pp.1-15
  • Akdeniz University Affiliated: Yes

Abstract

Abstract Purpose – This study aims to examine the outcome of an online project to inform preservice English language teachers regarding the United Nations’ Sustainable Development Goals (SDGs). Design/methodology/approach – A qualitative research method was used to understand participants’ overall knowledge. In total, 30 preservice teachers were selected from a larger pool after considering their grade point averages, sex, university affiliations and geographical backgrounds to ensure a balanced distribution and diversity. Qualitative data were collected through written productions, video recordings and a postproject survey. Findings – Findings revealed that preservice teachers deepened their understanding of SDGs and adopted a positive attitude toward SDGs while increasing their pedagogical awareness and knowledge of teaching English in response to SDGs. They also regarded literary texts as a valuable resource for teaching SDGs. Originality/value – This study contributes to the literature by demonstrating that literary works are valuable for educating preservice teachers on integrating SDGs. A detailed overview of the project and its outcomes can guide practitioners and teacher educators in integrating SDGs into their education programs and English language teaching.