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This research explored the incorporation of Sustainable Development Goals (SDGs) within two prominent English language textbooks utilized in Morocco, namely Gateway to English 2 and Ticket to English 2. Employing a qualitative content analysis methodology, the study evaluated the extent to which these educational materials integrated and highlighted various SDGs, examining both the richness of the content and the instructional strategies employed. The results indicated notable differences in the approaches to SDG integration, with Gateway to English 2 focusing on a select few critical goals, including Climate Action (SDG 13) and Peace, Justice, and Strong Institutions (SDG 16), whereas Ticket to English 2 presented a more expansive yet subtle incorporation of a broader array of SDGs. This investigation underscored the necessity of aligning textbook choices with targeted educational goals and the diverse requirements of learners to effectively nurture global citizenship and advance sustainable development. The study concluded by offering suggestions for improving the representation of SDGs in educational resources and proposed avenues for further inquiry into the practical implementation of these insights across various educational settings.
Gourari et al. (Thu,) studied this question.