Gkonou, ChristinaAlharthi, Saad2025-01-072024-09-18Alharthi, 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 [Unpublished MA dissertation].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.https://hdl.handle.net/20.500.14154/74581This 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.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.109enTESOLEnglish Language TeachersAttitudes and PerceptionsSustainabilityUmm Al-Qura UniversityEnglish Language InstituteEnglish Language TeachingSaudi ArabiaSustainability EducationLearning SkillsSustainability IntegrationUnited NationsSustainable Development GoalsCurriculum DevelopmentTeacher TrainingPolicy DecisionsThesis