This study examined the Malaysian high school educators’ experience integrating the Sustainable Development Goals (SDGs) in English language teaching. A mixed-method design was employed. 110 high school educators participated in this survey. Document analysis was employed, and a thematic analysis was conducted to investigate educators' experiences of teaching SDGs using textbooks. The study found that not all SDGs are found in English language textbooks. The dominant SDGs in the English language textbook were related to the environment. Some of the themes were related to challenges in teaching SDGs in English. Findings from this study can be helpful for school management and policymakers to develop strategies towards the realisation of the SDGs and support teachers’ active roles in teaching SDGs through English language learning.
Annamalai et al. (Mon,) studied this question.