Incorporating SDG-Oriented Content into English Language Instruction in Indonesia: Advancing Sustainable and Critical Language Acquisition

Abstract

This study examines the incorporation of Sustainable Development Goals (SDGs) into English Language Teaching (ELT) in Indonesia, with the objective of fostering both linguistic proficiency and sustainable cognition alongside critical awareness. As global concerns escalate, integrating SDG-oriented content into English education offers a timely and transformative pedagogical solution. This study used a qualitative descriptive methodology, incorporating textbook analysis and semistructured interviews with Indonesian English teachers, to elucidate the implementation of SDG topics in ELT classrooms. Four widely used English textbooks aligned with the 2013 Curriculum were analyzed using a framework focused on global citizenship, environmental literacy, social justice, and critical thinking. Eight teachers from diverse educational settings participated in interviews to provide in-depth perspectives on th pedagogical integration of SDGs. Utilizing frameworks from critical pedagogy and sustainable education, the findings indicate that the inclusion of SDGs improves students' critical thinking, global awareness, and social responsibility. Teachers encounter considerable obstacles, including insufficient professional development and a scarcity of localized resources. This article offers pragmatic insights for educators, curriculum creators, and policymakers seeking to enhance English instruction via a more globally responsive and socially active methodology