The Role of English for Specific Purposes (ESP) in Promoting Environmental Sustainability and Addressing Basic Societal Needs: Perspectives of University Teachers in Saudi Arabia

This study explores the role of English for Specific Purposes (ESP) in facilitating environmental sustainability and fulfilling basic societal needs from the perspective of university teachers in Saudi Arabia. Based on the principles of Education for Sustainable Development (ESD) and Saudi Vision 2030, the study investigates the extent to which themes of sustainability are embedded in ESP curricula, teaching practices, institutional support mechanisms and perceived student outcomes. The research approach was quantitative and data were collected by a structured questionnaire from 30 ESP teachers working in Saudi higher education institutions. Descriptive statistical analysis showed high level of integration of sustainability into ESP curriculum (M = 4.05), effective assimilation of social requirements in language education (M = 4.03) and widespread application of sustainability pedagogical approaches (M = 4.05). Teachers reported high awareness and confidence in delivering sustainability-related curriculum (M = 3.97), but there was a marked gap in sustainability-focused professional training. Institutional support was largely good (M = 3.78), although curriculum resources, teacher training, and assessment processes might be improved. Respondents thought that ESP courses had a beneficial impact on students’ environmental awareness, problem-solving skills linked to sustainability, and comprehension of societal demands (M = 3.95). The findings indicate that ESP can be a valid platform to embed sustainability within the higher education sector and support the achievement of the goals of Education for Sustainable Development, the Sustainable Development Goals (SDGs) and Saudi Vision 2030. The report recommends stronger institutional support, professional development, and curricular innovation to boost sustainability-oriented ESP education.