Integrating the United Nations Sustainable Development Goals into English Language Programs: A Case Study

Abstract

The integration of the United Nations Sustainable Development Goals (SDGs) into higher education is increasingly recognized as vital to advancing sustainable development worldwide. While Saudi universities have shown a strong institutional commitment to sustainability, there is still limited evidence of how these goals are incorporated at the program level, especially in non-STEM disciplines. This qualitative case study examines how well the SDGs are embedded in the Bachelor of Arts in English Language program at Majmaah University, a national leader in sustainability efforts. Data were gathered through document analysis of program specifications, operational and training plans, and community partnership documents, as well as semi-structured interviews with faculty members. Results reveal that although graduate attributes suggestively align with SDG-related skills such as critical thinking, intercultural communication, and social responsibility, explicit inclusion of the SDGs in learning outcomes, teaching methods, and assessments remains scarce. Implementation largely depends on individual faculty efforts rather than on institutional policies, and professional development opportunities focused on Education for Sustainable Development (ESD) are notably lacking. The study highlights a clear gap between rhetoric and practice and underscores the potential of language programs to promote sustainability skills. Recommendations are offered to help integrate the SDGs systematically into curricula, training, assessments, and community projects to support Saudi Arabia’s Vision 2030 goals.