Integrating SDGs into EFL Teaching in the Context of Vocational Studies Higher Education Program: Improving English Language Learners Engagement with SDGs

This doctoral thesis explores how integrating Sustainable Development Goals (SDGs) into English as a Foreign Language (EFL) instruction enhances learners’ engagement, motivation, and awareness of Sustainability in Higher Studies. The research introduces and evaluates the TeMaVo-SDGs (Teaching Material for Vocational Studies–SDGs), a pedagogical framework designed to align language acquisition with global citizenship and the principles of the 2030 Agenda. Through this interdisciplinary approach, the study demonstrates that EFL teaching can transcend linguistic competence and serve as an agent for behavioral, ethical, and social transformation. The research was conducted across two Vocational Studies Centers within the European University system: the European University of Valencia (EUV) and the European University of Madrid (EUM). While both centers follow equivalent academic programs, only the Valencia site implemented the TeMaVo-SDGs model, enabling a comparative evaluation of its impact. The empirical component, carried out primarily at the European University of Valencia, involved 89 students from the Marketing and International Trade programs, whose responses were analyzed against a control group of 131 students from Madrid who did not receive SDG-based instruction. The methodology employed a quantitative, descriptive design using two self-administered structured questionnaires created and validated following psychometric standards. These instruments measured key variables such as students’ engagement, perception of motivation, awareness, and self-reported learning outcomes related to the integration of SDG topics in English classes. The questionnaires used five-point Likert scales to assess attitudes toward teamwork, decision-making, comfort levels, and interest in sustainability, as well as students’ motivation to continue learning English. Data were processed using SPSS 28 software, and results were analyzed through descriptive statistics, including frequency distributions, percentages, means, and standard deviations. The theoretical foundation draws upon constructivist and experiential learning frameworks (Biggs & Tang, 2011; Kolb, 2007; Hattie, 2019) and aligns with educational reforms in Spain (LOMLOE, 2020; Organic Law 3/2022 for Vocational Studies), which emphasize active learning methodologies and the development of competences for sustainable citizenship. These pedagogical principles situate the TeMaVo-SDGs approach within the broader European Higher Education Area (EHEA) and its commitment to employability, social innovation, and global awareness. The analysis begins with the diagnostic evaluation of the Valencia cohort. The sample was balanced in gender (53.9% female; 46.1% male), predominantly aged between 18 and 25, and enrolled in business-oriented fields, ensuring relevance to Sustainability and global market contexts. The findings reveal that 82% of students were already familiar with the SDGs prior to the course, primarily through school or social media, which provided a solid foundation for integrating Sustainability discourse into EFL learning. After exposure to TeMaVo-SDGs lessons, students reported significant increases in motivation, collaboration, and comfort in addressing Sustainability topics in English. Quantitative analysis shows that 46.1% of participants were highly motivated (rating 5/5) to further explore the SDGs after class activities, while 68.5% felt very comfortable working on SDG-related topics in teams, and 97.8% acknowledged developing critical thinking and decision-making skills through these activities. The mean value for motivation indicators consistently exceeded 4.1 on a 5-point scale, with low standard deviations, demonstrating consistent positive engagement among respondents. Students also expressed high levels of satisfaction with cooperative methodologies. Nearly 90% reported having made agreements or negotiated with other teams, reflecting increased communicative and interpersonal competence fostered through group work. These results confirm the theoretical premises of cooperative learning (Johnson & Johnson, 2000) and the Communicative Approach (Kiraly, 2000), emphasizing the role of collaboration in developing both linguistic and social skills. Furthermore, 95.5% of students felt confident sharing opinions on SDG-related issues, and over 95% were motivated to continue learning English, confirming that connecting global challenges with language learning substantially enhances intrinsic motivation. The overall mean score for motivation to continue studying English was 4.74, the highest among all variables measured. These results support Krashen and Terrell’s (1983) view that perceived progress and meaningful content are key motivators in second language acquisition. The results also indicate that integrating Sustainability topics strengthens not only students’ engagement but also their linguistic performance. 73% of respondents perceived a significant improvement in their English skills, particularly in productive communication (speaking and writing). The inclusion of SDG-oriented materials promoted contextualized vocabulary, critical reflection, and real-world language use, aligning with Dörnyei’s (2001) motivational framework and with research by Kim et al. (2018) and Du & Han (2016) on Challenge-Based Learning (CBL). Comparative analysis between the Valencia and Madrid cohorts reveals notable differences. Students exposed to the TeMaVo-SDGs model exhibited higher averages in motivation, teamwork satisfaction, and perception of learning outcomes than those in traditional EFL classes. The Madrid cohort, which followed standard instruction without SDG integration, showed lower engagement and less awareness of Sustainability as a linguistic or civic objective. These disparities underscore the pedagogical impact of embedding SDGs into EFL teaching and validate the TeMaVo-SDGs as an innovative and replicable teaching model. In addition to quantitative findings, the discussion highlights broader implications for policy and practice. The results demonstrate that SDG-based EFL education enhances students’ intrinsic motivation, fosters critical thinking, and promotes the development of global citizenship competences, echoing the educational priorities of UNESCO’s 2030 Agenda and the European Commission’s Education for Sustainable Development framework. The TeMaVo-SDGs approach thus bridges linguistic education and Sustainability literacy, contributing to the emerging paradigm of transformative education in Vocational Studies. Ultimately, the thesis concludes that embedding SDGs in EFL teaching offers measurable pedagogical, linguistic, and behavioral benefits. It transforms traditional language classrooms into interactive environments where learners connect language use with ethical reflection, intercultural dialogue, and real-world problem solving. The model’s success suggests that Sustainability education can be effectively operationalized through language instruction, positioning EFL teachers as key facilitators of behavioral change and sustainable thinking. The implications extend beyond the immediate context of Vocational Studies, inviting educators and institutions to reconceptualize language learning as a platform for global competence and civic engagement. By demonstrating the positive outcomes of the TeMaVo-SDGs framework, this research provides both theoretical and empirical evidence that EFL teaching can serve as a transformative instrument for advancing the Sustainable Development Goals and shaping a more responsible, conscious generation of learners.

PhD Program in Languages, Literatures, and Cultures, and Their Applications Field of Knowledge: Arts and Humanities University of València Doctoral Thesis with International Mention