Key points are not available for this paper at this time.
The American University of Sharjah (AUS) presents an innovative case study in English language instruction that embeds the UN’s Sustainable Development Goals (SDGs) in a pre-sessional English course, known as the Bridge program. The interdisciplinary initiative of implementing the SDGs was to equip students with linguistic competencies whilst also fostering global citizenship, irrespective of their future chosen career. The design includes active learning strategies, such as gamification and social media and engages students in problem solving tasks. The four-member design team comprised faculty with English as a second language and academic writing experience, an instructional designer, and a student representative who used their respective areas of expertise to develop the course. Assessment strategies cover both summative and formative evaluations to measure linguistic and sustainability competencies, aiming for transformative outcomes that extend beyond linguistic skills to include social responsibility and global awareness.
Buck et al. (Fri,) studied this question.