Integrating SDGs in EFL curriculum: challenges and perspectives

Purpose This study aims to enrich an understanding of the value of integrating Sustainable Development Goals (SDGs) into an English curriculum and its implications at an international HEI in Japan. Design/methodology/approach Through an interpretivist framework, a mixed-method approach was employed, which involved conducting surveys for both teachers and students as well as document analysis. Data were gathered from an intermediate EFL course introducing an SDG topic about the impact of dietary choices. The study surveyed 20 EFL teachers, nine teachers of the specific SDG topic-infused course and 179 intermediate English students to gauge their views on the value of ESD curriculum integration in EFL classes. Qualitative open responses and documents were analyzed to determine the teachers’ and students’ opinions about the SDG curriculum in an English class. Findings Data analysis revealed a generational gap: students valued the SDG-focused curriculum more than EFL teachers. This does not imply that EFL teachers did not value it, as both groups found SDGs motivating and consistent with the university’s mission. However, students viewed SDGs as interesting, interdisciplinary and relevant to their future, while teachers expressed concerns about the suitability and difficulty of the SDG topic. Document analysis showed the material to be difficult for students at the Intermediate level. Originality/value While environmental studies are well-researched in Japan, literature still reveals gaps. This paper fills these gaps by presenting the integration of SDGs into a Japanese HEI curriculum and analyzing EFL teachers’ and Japanese students’ perspectives on SDG-focused curricula.