English in Bangladesh is increasingly explored and promoted as a language of development. Recently, there has been a deliberate attempt to achieve the 2030 Agenda for sustainable development to ensure a more inclusive and equitable future. This study explores the curriculum of the English Department at Dhaka University in the light of the inclusion of SDGs. Moreover, the outcomes of such an inclusion and the intended effectiveness on the lives of graduates have been studied. The study draws on qualitative methods, including critical reflections from students and faculty regarding their perceptions and expectations of the curriculum.
Farida et al. (Wed,) studied this question.