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Exploring the Potential of a Popular EFL Textbook to Foster Both Sustainability Awareness and Competencies among ESD Learners: A Content Analysis Approach

Author

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  • Olusiji Adebola Lasekan

    (Departamento de Educación e Innovación, Universidad Católica de Temuco, Temuco 4780000, Chile)

  • Claudia Myrna Méndez-Alarcón

    (Departamento de Educación, Universidad de La Frontera, Temuco 4780000, Chile)

  • Blessy Sarah Mathew

    (Department of Economics, Lovely Professional University, Phagwara 144001, Punjab, India)

  • Evelyn Solange Campos

    (Department of Psychology, Universidad Europea, 28001 Madrid, Spain)

Abstract

To demonstrate the potential of the fifth edition of the Headway EFL textbook as a means to cultivate sustainability awareness and competence in Education for Sustainable Development (ESD), this study aims to identify themes related to the Sustainable Development Goals (SDGs) within the textbook. The secondary objective is to identify grammatical concept exercises that can function as a means of augmenting sustainability competencies. Drawing on constructivism research philosophy, this study utilized a content analysis approach to identify themes and patterns of SDGs in the textbook. This involved connecting language skill development (reading, listening, writing, and speaking) within every topic unit of the textbook with each of the 17 Sustainable Development Goals (SDGs). Furthermore, we focused on identifying and correlating different grammatical tasks that have the potential of enhancing students’ anticipatory, system-thinking, normative, strategic, and interpersonal sustainability competencies. The findings indicated that, with the exception of SDGs 6 and 1, all of the remaining 15 Sustainable Development Goals (SDGs) are depicted throughout the six levels of the textbook. In addition, it was revealed that exercises pertaining to grammatical concepts, including passive voice, pronouns, conjunctions, adjectives, and emphatic language, simple future tense, serve as significant predictors and enhancers of the five core competencies of sustainability. The present study sheds more light on the current understanding of sustainability awareness and competencies that are crucial for advancing Education for Sustainable Development (ESD) initiatives across various levels of the educational system.

Suggested Citation

  • Olusiji Adebola Lasekan & Claudia Myrna Méndez-Alarcón & Blessy Sarah Mathew & Evelyn Solange Campos, 2023. "Exploring the Potential of a Popular EFL Textbook to Foster Both Sustainability Awareness and Competencies among ESD Learners: A Content Analysis Approach," Sustainability, MDPI, vol. 15(16), pages 1-19, August.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:16:p:12640-:d:1221583
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    References listed on IDEAS

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    1. Gemma Tejedor & Jordi Segalàs & Ángela Barrón & Mónica Fernández-Morilla & M. Teresa Fuertes & Jorge Ruiz-Morales & Ibón Gutiérrez & Esther García-González & Pilar Aramburuzabala & Àngels Hernández, 2019. "Didactic Strategies to Promote Competencies in Sustainability," Sustainability, MDPI, vol. 11(7), pages 1-24, April.
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    1. Olusiji Adebola Lasekan & Felipe Opazo & Claudia Myrna Méndez Alarcón, 2024. "Enhancing Sustainable Development Goal Integration in Chilean Citizenship Education: A Thematic Analysis of Textbook Content and Instructional Strategies," Sustainability, MDPI, vol. 16(12), pages 1-17, June.

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