Institutionalising English as a foreign language teachers for global sustainability: Perceptions of education for sustainable development in Turkey

Abstract

In recent years, Education for Sustainable Development (ESD) has been emphasised, specifically in English language teaching. Therefore, investigating English as a Foreign Language (EFL) teachers’ perceptions of ESD is a fundamental first step in developing effective EFL curricula and teaching policies. Consequently, this study delved into the English as a Foreign Language (EFL) teachers’ perceptions of Education for Sustainable Development (ESD), examining its role in EFL teaching methodologies and identifying the challenges faced in integrating ESD within the Turkish educational context. In-depth interview data (IDI) was collected from 28 in-service Turkish EFL teachers. Utilising qualitative content analysis (QCA) with open, axial, and selective coding, we found out that Turkish EFL teachers’ perceptions of ESD are multifaceted and shaped by the interdisciplinary nature of EFL teaching, which is fed by Content and Language Integrated Learning (CLIL). The findings showed that EFL teachers: (1) conceptualised ESD as being related to learning for sustainable practices addressing social, economic and environmental dimensions, and linked ESD to a lifelong learning process that should be implemented at all education levels and supported by critical thinking and problem-solving skills; (2) thought English classes provide ideal venues to teach multiple topics including sustainability, thus reported it as a key responsibility for them to instil in their students, and (3) felt that ESD has yet to be sufficiently reflected in EFL curriculum due to some obstacles such as narrow focus on ESD, limited contact hours of English and lack of parental awareness of ESD. The findings mainly emphasised the significance of an extensive and holistic coverage of ESD at all education levels through engaging and hands-on in-class activities. Further practical suggestions are also provided regarding how EFL teaching policies may be developed to better integrate ESD.