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

dc.contributor.advisorGkonou, Christina
dc.contributor.authorAlharthi, Saad
dc.date.accessioned2025-01-07T08:31:04Z
dc.date.issued2024-09-18
dc.descriptionThis 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.
dc.description.abstractThis 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.
dc.format.extent109
dc.identifier.citationAlharthi, 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.
dc.identifier.urihttps://hdl.handle.net/20.500.14154/74581
dc.language.isoen
dc.publisherUniversity of Essex
dc.subjectTESOL
dc.subjectEnglish Language Teachers
dc.subjectAttitudes and Perceptions
dc.subjectSustainability
dc.subjectUmm Al-Qura University
dc.subjectEnglish Language Institute
dc.subjectEnglish Language Teaching
dc.subjectSaudi Arabia
dc.subjectSustainability Education
dc.subjectLearning Skills
dc.subjectSustainability Integration
dc.subjectUnited Nations
dc.subjectSustainable Development Goals
dc.subjectCurriculum Development
dc.subjectTeacher Training
dc.subjectPolicy Decisions
dc.titleAttitudes 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
dc.typeThesis
sdl.degree.departmentDepartment of Language and Linguistics
sdl.degree.disciplineTeaching English to Speakers of Other Languages
sdl.degree.grantorUniversity of Essex
sdl.degree.nameMaster of Arts

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