Student Engagement and Perceptions in College English Writing Classes Based on Sustainable Development Goals (SDGs)

The purpose of this study is to examine Korean college students’ engagement with the Sustainable Development Goals (SDGs) in English academic writing classes and their perceptions of this integration. A total of 47 students participated in the study during the spring semester of 2024. The primary data source was a survey questionnaire that included multiple-choice questions, five-Likert scale questions, and open-ended questions. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis. The findings reveal that many students tended to focus on a single SDG within the social or environmental domain throughout the semester, generally selecting topics based on their interests and/or familiarity. They also placed greater value on the individual writing process compared to the interactive writing process. These results suggest areas where students’ engagement with the SDGs and related writing activities could be improved. Regarding their perceptions, most students viewed the integration of the SDGs as appropriate, emphasizing their relevance as writing topics and their educational value. SDG-focused writing activities were perceived as beneficial for enhancing students’ learning in both cognitive and social-emotional domains, particularly by deepening their awareness and understanding of SDG-related issues and improving their experience with English academic writing. However, students reported relatively less growth in their social-emotional development compared to cognitive development and exhibited limited intrinsic interest in the SDGs and English academic writing. Based on these findings, implications are proposed for instructors seeking to integrate the SDGs into English academic writing classes.