TEACHING FOR CHANGE: INTEGRATING THE SDGS INTO EDUCATION A CASE STUDY AT CAN THO UNIVERSITY, VIETNAM

Abstract

This study explores how integrating Sustainable Development Goals (SDGs) into English language teaching can enhance students’ language proficiency and sustainability awareness at Can Tho University (CTU), Vietnam. In response to global educational shifts toward interdisciplinary learning and Education for Sustainable Development (ESD), this research addresses the limited application of SDG-aligned content in English as a Foreign Language (EFL) instruction for non-English majors in higher education. The study involved 180 students from 17 faculties enrolled in the General English 3 Course (XH025). Data collection included a structured questionnaire and semi-structured interviews with seven students. Lessons focused on key SDGs relevant to the Mekong Delta region: Quality Education (SDG 4), Gender Equality (SDG 5), Clean Water and Energy (SDGs 6 & 7), Innovation (SDG 9), Climate Action (SDG 13), and Governance (SDG 16). Findings reveal that SDG-integrated lessons improved student motivation, vocabulary, speaking fluency, and sustainability understanding. Despite challenges with technical language and interdisciplinary tasks, students gained critical thinking skills and real-world problem awareness. The study also aligns with the ECOViP project (Fostering Innovation and Entrepreneurship in Ecotourism), which supports graduates in applying language and sustainability knowledge to tourism startup initiatives, enhancing Vietnam’s green economic development.