Embedding Sustainable Development Goals in Algerian English Secondary School Textbooks

Abstract

This dissertation investigates how the United Nations’ Sustainable Development Goals (SDGs) are included in English language textbooks used in Algerian secondary schools. It emphasizes the importance of education in reaching global sustainability aims and seeks to understand the degree and manner of SDG integration in the textbooks. The study focuses on key themes such as Quality Education (SDG 4), Gender Equality (SDG 5), and Climate Action (SDG 13), which highlight environmental awareness and social equity. Using a detailed content analysis, the research examines both the obvious and subtle ways these SDGs are presented in the textbooks, evaluating whether their inclusion meets international educational standards for sustainability. The study also gathers qualitative feedback from teachers to learn how the inclusion of these themes affects language learning and critical thinking about sustainability. Ultimately, this research aims to provide useful insights for curriculum developers, educators, and policymakers in Algeria to improve English language education and promote awareness of sustainable development among students