Résumé:
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
