This study examines the incorporation of the United Nations’ Sustainable Development Goals (SDGs) into a tertiary-level Communicative English classroom in response to the global demand for sustainability and inclusive education. This research emphasizes the vital importance of education in fulfilling the 2030 Agenda by examining how the integration of SDG-related content and activities into English language instruction can elevate students’ awareness, attitudes, and engagement with sustainability issues, while concurrently enhancing their communicative language proficiency. The research utilises a mixed-methods approach with 80 diploma-level engineering students from a Malaysian polytechnic engaged in interactive tasks, including eco-friendly innovative product presentation, poster creation on process and procedures related to sustainable practices and comic strips presentation based on handling enquiries and complaints on SDG themes. The intervention, rooted in Communicative Language Teaching (CLT), Constructivist Learning Theory, and the principles of Education for Sustainable Development (ESD), sought to provide learners with significant, real-world settings for language application. These educational foundations highlight student-centered, collaborative learning that fosters critical thinking, problem-solving, and social responsibility skills essential for both language acquisition and global citizenship. A survey consisting of 10 Likert-scale items and student reflections was collected to evaluate the intervention’s effectiveness. The quantitative findings indicated a significant consensus among all items, with more than 80% of students indicating higher awareness of the SDGs and an enhanced commitment to sustainable practices. The highest rated item (M = 4.29) reflected students’ enhanced results in dual learning of both language and global awareness. Qualitative data obtained from students written reflections corroborated these findings, highlighting persistent themes including higher environmental awareness, enhanced communication abilities, and elevated sense of social responsibility. Students indicated that the SDGs integrated activities have connected them with global challenges previously ignored and empowered them to undertake significant action within their areas. Incorporating Sustainable Development Goals (SDGs) into English Language Teaching (ELT) is crucial for equipping students for active and informed engagement in a globalised society. It enables learners to integrate language proficiency with ethical decision-making, cultural awareness, and sustainable practices—rendering English Language Teaching not merely a linguistic pursuit, but also an opportunity for transformation. By addressing real-world issues through language, students become more motivated, globally aware, and socially responsible communicators, equipped to contribute to a more fair and sustainable future. This study enhances the existing research supporting multidisciplinary methodologies in language instruction that correspond with global sustainability frameworks. The results reinforce the notion that Communicative English classes can function as effective venues for advancing the SDGs and cultivating responsible, educated citizens. By positioning language learning within practical concerns, educators can motivate students to engage with global issues significantly and cultivate abilities that extend beyond the classroom. Future study should investigate longitudinal impacts, interdisciplinary applications, and the use of digital storytelling and virtual collaboration as mechanisms for enhancing the incorporation of sustainability issues into English language instruction. This study illustrates the educational potential and practical significance of linking English Language Teaching with sustainable development goals. The results will be a significant resource for curriculum developers, policymakers, and educators in formulating future English Language Teaching approaches by linking it with global sustainability aims.
Sanmugam et al. (Mon,) studied this question.