Promoting Sustainability through Language Learning: Analysing English Textbooks in Thailand
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| Title: | Promoting Sustainability through Language Learning: Analysing English Textbooks in Thailand |
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| Language: | English |
| Authors: | Kareena Kaur Sachdev, Jutarat Vibulphol |
| Source: | International Education Studies. 2025 18(4):39-50. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 12 High Schools Secondary Education |
| Descriptors: | Foreign Countries, Grade 12, English (Second Language), Second Language Instruction, Textbooks, Sustainable Development, Sustainability, Social Justice, Conservation (Environment), Textbook Content |
| Geographic Terms: | Thailand |
| ISSN: | 1913-9020 1913-9039 |
| Abstract: | This study examined Grade 12 English language textbooks in Thailand in the context of Education for Sustainable Development (ESD), highlighting the potential of English language education to contribute to the development of a sustainable future by enhancing students' language skills and equipping them with knowledge on sustainability. The research employed a qualitative approach to explore how the English language textbooks integrate the Sustainable Development Goals (SDGs). The findings indicated an alignment with SDGs related to environmental management and social justice, whereas those related to essential human needs and infrastructure were absent. This highlights the opportunities for enhancing ESD content within language education textbooks to provide a more thorough and comprehensive understanding of sustainability. By enhancing English language education textbooks with a balanced representation of SDGs and aligning them with local contexts, language teachers can contribute to promoting sustainability knowledge among students, preparing them to become well-informed and globally active citizens. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479253 |
| Database: | ERIC |
| Abstract: | This study examined Grade 12 English language textbooks in Thailand in the context of Education for Sustainable Development (ESD), highlighting the potential of English language education to contribute to the development of a sustainable future by enhancing students' language skills and equipping them with knowledge on sustainability. The research employed a qualitative approach to explore how the English language textbooks integrate the Sustainable Development Goals (SDGs). The findings indicated an alignment with SDGs related to environmental management and social justice, whereas those related to essential human needs and infrastructure were absent. This highlights the opportunities for enhancing ESD content within language education textbooks to provide a more thorough and comprehensive understanding of sustainability. By enhancing English language education textbooks with a balanced representation of SDGs and aligning them with local contexts, language teachers can contribute to promoting sustainability knowledge among students, preparing them to become well-informed and globally active citizens. |
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| ISSN: | 1913-9020 1913-9039 |
