Attitudes and Perceptions of English Language Teachers at Umm Al-Qura University in Saudi Arabia Towards Integrating Sustainability Topics into the English Language Curriculum and its Potential Impact on Students' Learning

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Date

2024-09-18

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University of Essex

Abstract

This dissertation investigates English language teachers' attitudes and perceptions towards integrating sustainability topics at Umm Al-Qura University's English Language Institute (ELI). It addresses the under-researched area of sustainability in English Language Teaching (ELT) within the Saudi Arabian context. Employing a holistic approach, the study explores the factors influencing teachers' acceptance and implementation of sustainability education, considering the impact on students' learning skills. The research examines teachers' attitudes, potential demographic influences, perceived impacts on students, and challenges and opportunities related to sustainability integration. By providing empirical evidence from a specific cultural context, the study fills a gap in the literature and aligns with the United Nations Sustainable Development Goals. The findings contribute to informing curriculum development, teacher training, and policy decisions to advance sustainability education in Saudi Arabia and beyond.

Description

This dissertation investigates English language teachers' attitudes and perceptions towards integrating sustainability topics at Umm Al-Qura University's English Language Institute (ELI). It addresses the under-researched area of sustainability in English Language Teaching (ELT) within the Saudi Arabian context. Employing a holistic approach, the study explores the factors influencing teachers' acceptance and implementation of sustainability education, considering the impact on students' learning skills. The research examines teachers' attitudes, potential demographic influences, perceived impacts on students, and challenges and opportunities related to sustainability integration. By providing empirical evidence from a specific cultural context, the study fills a gap in the literature and aligns with the United Nations Sustainable Development Goals. The findings contribute to informing curriculum development, teacher training, and policy decisions to advance sustainability education in Saudi Arabia and beyond.

Keywords

TESOL, English Language Teachers, Attitudes and Perceptions, Sustainability, Umm Al-Qura University, English Language Institute, English Language Teaching, Saudi Arabia, Sustainability Education, Learning Skills, Sustainability Integration, United Nations, Sustainable Development Goals, Curriculum Development, Teacher Training, Policy Decisions

Citation

Alharthi, S. A. (2024) Attitudes and Perceptions of English Language Teachers at Umm Al-Qura University in Saudi Arabia Towards Integrating Sustainability Topics into the English Language Curriculum and its Potential Impact on Students' Learning. [Unpublished MA dissertation]. University of Essex.

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