1. Introduction
In the twenty-first century, nations encounter a wide array of complex challenges, including environmental degradation and social injustice. These issues require transnational efforts and cooperation, especially in today’s interdependent and interconnected world. One such representative effort is the Sustainable Development Goals (SDGs) established by the United Nations (UN) in 2015. The SDGs strive to tackle multifaceted global problems by promoting social justice, peace, environmental protection and economic growth for a sustainable future for all (UN, 2015). These goals are receiving growing attention and are recognized as critical components to be implemented across various societal sectors, including education (
UNESCO, 2017). In this milieu, it is essential to integrate the SDGs into curricula so that students are prepared to become responsible global citizens, equipped with the ability to ”examine local, global, and intercultural issues, understand and appreciate different perspectives and worldviews, interact successfully and respectfully with others, and take responsible action toward sustainability and collective well-being” (
OECD, 2018, p. 4).
As interest in the SDGs continues to grow, educational institutions across various levels in Korea have increasingly emphasized their importance (
Kim, 2018). This focus is particularly crucial for students in higher education, who are expected to assume key roles as global leaders and must possess the knowledge, skills, and values necessary to contribute to a sustainable future (
Park & Min, 2024). Oh (2022) underscores the significance of the SDGs as a key agenda for universities, stressing the need to transform the content and direction of higher education, particularly within the realm of general education.
English language courses are uniquely positioned to address global issues such as the SDGs, given that English has become a global lingua franca. Integrating real-world issues like the SDGs into language learning, particularly at the college level, provides a meaningful context for developing language skills while fostering global awareness (
Barber, 2023). This approach not only strengthens students’ language abilities but also nurtures critical thinking and problem-solving skills, which align with the core competencies higher education aims to cultivate.
Despite its significance, there is a paucity of empirical research on how the SDGs are integrated into general English courses at Korean universities, particularly in academic writing classes, which haven been receiving more attention in general English education in Korea (
Bok & Cho, 2022). Incorporating SDG-related themes into academic writing not only enhances essential writing skills, such as evidence-based argumentation, but also fosters higher-order thinking by encouraging students to critically engage with global challenges. As a result, this approach will help students develop both as proficient writers and as informed global citizens.
This study aims to fill the gap in the literature by exploring how the SDGs were integrated into a general English course focusing on academic writing at a Korean university and how students responded. The investigation examines the course’s impact on students’ awareness of the SDGs, as well as their experiences with academic English writing. This analysis offers valuable insights for educators, researchers, and policymakers on effective practices and strategies for integrating the SDGs into English language education.
The investigation was guided by three central research questions:
1. How do students engage with the SDGs when they are introduced in an English academic writing class?
2. How do students perceive the academic writing process as contributing to their learning about the SDGs?
3. How do students perceive the use of the SDGs as writing topics in facilitating their learning of English academic writing?
3. Methods
3.1. Research Context
Before the semester began, the researchers discussed the possibility of integrating the SDGs into the English curriculum to increase students’ awareness of social and global issues and to foster more empathetic attitudes toward the world as they learn English. This approach aimed to ensure that students would not only learn English as an international language but also develop their sense of global citizenship (
UNESCO, 2017). Additionally, by incorporating real-world contexts, the researchers hoped to make students’ learning of English academic writing more meaningful and engaging (
Dornyei, 2001).
One of the researchers taught mandatory General English classes at a university in Korea, focusing on English academic writing. The structure of the class is summarized in
Table 1. The classes met twice a week for 15 weeks during the spring semester of 2024 for one and a half hours each session. The first three units of the main textbook cover paragraph writing, while the remaining four focus on essay writing. The types of writing introduced included comparison, classification, cause-effect, and problem-solution.
<Table 1>
Weekly plan of the SDG-Focused English academic writing class
Week |
Objectives |
Class Activity |
Homework |
1-3 |
Develop basic paragraph writing skills |
Foundational paragraph writing skills |
Practice paragraph writing based on class exercises |
|
4 |
Familiarize students with the SDGs and help them identify an area of interest |
Introduction to SDGs: Overview of SDGs provided by instructor |
Visit sdgs.un.org to explore SDGs further and choose an SDG topic of interest |
|
Begin collaborative exploration of SDG topics and prepare for discussion |
Group formation: Students grouped by SDG topic |
Research an issue related to the selected goal and gather information for group discussion |
|
5 |
Encourage independent investigation and broaden perspectives through peer collaboration |
KWL activity and group discussion |
|
|
6 |
Apply paragraph writing skills to SDG topics and reinforce independent research and group work |
Paragraph writing on SDG issue: Students draft a paragraph on SDG issues |
Complete paragraph draft |
|
7 |
Refine and improve writing based on instructor feedback |
Feedback session: One-on-one feedback sessions with instructor to prepare for the midterm exam |
Revise paragraph draft based on the feedback |
|
8-14 |
Develop comprehensive essay writing skills and deepen understanding of the SDG issue by exploring it in various formats |
Essay writing on SDG issues: Each two-week unit focuses on a different essay type |
Research SDG issues for chosen essay type; draft and revise essay after feedback |
|
15 |
Engage in problem-solving by identifying issues and proposing solutions related to SDG topics |
Problem-solution essay: Write an essay in problem-solution format for final exam |
Prepare final draft for submission |
With these objectives in mind, students were first introduced to the SDGs in Week 4, following an initial three-week period focused on foundational paragraph- writing skills. The instructor provided an overview of the SDGs, covering their background and history and instructed the students to sdgs.un.org for further reference. Students were then organized into groups of four or five based on their SDG topic of interest. For homework, students were assigned to identify a specific issue related to their group’s chosen goal and research background information to prepare for a group discussion. During the next class, students participated in group discussions to share background information about their selected issues and completed KWL (Know, Want to Know, and Learned) worksheets. These classroom activities were designed to enhance students’ motivation to explore the SDGs independently and broaden their perspectives by learning from what their group members discovered about their issues. In Weeks 5 and 6, students used their selected SDG issue as the basis for their paragraph writing, choosing a paragraph type from among the classification, comparison, cause-effect, or problem-solution formats and developing a draft. In Week 7, students participated in one-on-one feedback sessions with the instructor to revise and finalize their paragraph writing for the midterm exam.
During the second half of the semester, students wrote essays using four different essay formats (i.e., classification, comparison, cause-effect, and problem-solution), introduced in consecutive order. The class spent about two weeks covering each unit to learn how to write each type of essay. For each unit, students followed a similar process to the one they had practiced for paragraph writing: selecting an SDG-related issue, researching it, drafting an essay, receiving feedback, and then revising and finalizing their work. When moving from one type of essay to another, students were allowed to change their writing topics as they wished. The first three essay types (i.e., classification, comparison, and cause-effect) were designed to help students gain a better understanding of their chosen topics by explaining categories, similarities or differences, and relationships. The problem-solution essay type, on the other hand, was intended to engage students in actively identifying global or local issues and proposing solutions to them.
3.2. Data Collection
The data for the study were collected through a survey questionnaire. The survey consisted of 22 questions in total: four questions about student background information (i.e., school year, gender, field of study, and self-reported English proficiency level) and 18 main questions examining students’ responses to and perceptions of SDG integration into English academic writing classes. Specifically, the main questions were grouped into three categories (see
Appendix). The first category, which included five questions, focused on students’ engagement and challenges with SDG-integrated English writing activities. The second category, consisting of eight questions, centered on students’ perceptions of the influence of these writing activities on their SDG learning in both cognitive domains (i.e., knowledge, understanding, awareness, and interest in learning about the SDGs) and social-emotional domains (i.e., responsibility, collaboration, social norms, and empathy). These two domains align with the three areas of learning objectives―cognitive, social-emotional, and behavioral―proposed by
UNESCO (2017) for SDG- related education. However, the behavioral learning domain was not examined as it was unrelated to the learning objectives of the writing classes targeted in this study. The final category, which included five questions, explored students’ perceptions of the impact of SDG integration on their learning about English academic writing, particularly in the areas of interest, participation, understanding of the subject, and appropriateness.
The survey questionnaire, created as a Google Form, was distributed both offline and online to students enrolled in General English classes taught by one of the researchers in the study. Participation in the survey was anonymous and voluntary. In the classroom setting, a QR code linking to the survey was shared so that students could participate using their smartphones. While students completed the survey in class, the instructor remained outside the classroom for about 10 minutes to ensure that they did not feel pressured to respond. For students who missed completing the survey during class, a link was posted on a class’s Learning Management System (LMS) so they could participate at a convenient time.
After the data were collected, Cronbach’s alpha was calculated to evaluate the internal consistency of the survey questionnaire. The items addressing students’ perceptions of the impact of SDG-related writing activities on their SDG learning demonstrated a high level of internal consistency, with a Cronbach’s alpha of 0.85 for the cognitive domain and 0.90 for the social-emotional domain. Similarly, the items assessing students’ learning of English academic writing showed good reliability, with a Cronbach’s alpha of 0.83.
Out of 85 students from three General English classes, 47 participated in the survey. All were first-year university students except one third-year student. Nineteen (40.4%) participants were male, and 28 (59.6%) were female. Regarding their field of study, 15 (31.9%) students were in social sciences, followed by 13 (27.7%) in humanities, 11 (23.4%) in engineering, six (12.8%) in business, one (2.1%) in linguistics, and one (2.1%) in education. Many of the students (70.2%) self-reported their English proficiency as basic, with eight (17%) at A1 and 25 (53.2%) at A2 on the CEFR scale. The remaining students reported themselves as dependent or proficient users, with 13 (27.7%) at B1 and one (2.1%) at C1.
3.3. Data Analysis
The survey consisted of a mix of 5-point Likert scale questions, multiple-choice questions allowing multiple answers, and open-ended questions. For the data from the Likert and multiple-choice questions, descriptive statistics were used. The percentage of each selected option was calculated and displayed through Google Form, providing a clear understanding of the distribution of responses to each item. For the open-ended questions, thematic analysis was conducted. As
Braun and Clarke (2006) suggest, the analysis began with multiple readings of the data, accompanied by notes and comments, which helped the researchers gain a comprehensive understanding of the responses in context. During this repetitive reading process, codes were created and refined to capture the key ideas in the responses. Similar codes were grouped into broader themes, and the most common themes were identified based on frequency counts.
4. Results
4.1. Students’ Engagement and Challenges with SDG-Integrated Writing Activities
The first section of the findings examines how students engaged with SDG-integrated writing activities in class and the challenges they encountered during the process. Survey Question 1 asked about SDG(s) that students selected as their writing topics among the 17 goals. The responses showed that 78.7% of students selected only a single goal and used it as their writing topic throughout the semester, 19.1% chose two goals, and 2.1% chose three. Social goals were most popular, with 59.6% of students selecting them, followed by environmental goals (53.2%) and economic goals (12.8%).
Among the 17 individual SDGs, Climate Action (Goal 13) was the most frequently chosen, with 44.7% of students selecting it, followed by No Poverty (Goal 1) at 23.4%, Quality Education (Goal 4) at 12.8% and Industry, Innovation, and Infrastructure (Goal 9) at 12.8%. These four goals accounted for about three-quarters of the students’ choices. These findings indicate that students tended to focus on a limited number of goals as writing topics when left to their discretion. In addition, their selections were mostly concentrated on social or environmental goals across the three goal categories, with choices unevenly distributed even within each category (see
Figure 1).
Figure 1
Distribution of the goals selected by students
The next survey question inquired about students’ reasons for their goal choices. About half of the students cited personal familiarity with the goals (48.9%) and/or their personal interest (46.8%). Some students (25.5%) mentioned that the widespread recognition of the goals also influenced their choices. However, students’ choices did not appear to be significantly influenced by the writing activities with 23.4% choosing ease of writing and 17% selecting ease of researching as reasons. Only 14.9% of students were influenced by the urgency and seriousness of the goals. No other reasons were mentioned beyond the given options.
Students were also asked to choose among five given class activities that were helpful to complete SDG-related writing in Survey Question 3. The most chosen activity was researching SDGs individually (76.6%), followed by writing an academic text in English (44.7%), instructor’s feedback on writing (34%), group discussion of SDGs with classmates during class (27.7%), and instructor’s explanation of SDGs (17%). One student selected the option that these activities were not helpful to complete his/her work.
Question 4 examined the reasons for choosing a particular activity as helpful, and 25 students left their comments.
Table 2 summarizes these reasons with examples of their comments. Students’ responses suggested that each activity played a unique role in the process of SDG-focused writing. For example, the individual researching process was viewed as beneficial because it helped students gain a deeper understanding of their topics and enhance their knowledge. Writing paragraphs or essays in their own words, following formats such as classification, comparison, cause-effect, and problem solution, was also cited as advantageous in helping students understand topics ”more clearly.” Additionally, the instructor’s feedback on writing was perceived as a guiding force, helping students stay on track with their SDG topics and recognize what they were missing in their writing. Group discussions about their SDG topics were valuable in gaining new insights and information from classmates who offered different perspectives. In contrast to the other activities, the instructors’ explanations of SDGs in class were not seen as particularly helpful, but some students still found value in grasping the concept of SDGs and understanding how to use them as writing topics.
<Table 2>
Reasons for selecting particular activities as helpful
Activity |
Reasons for Choosing the Activity |
Comments |
Researching SDGs individually |
Gaining knowledge; Thorough understanding |
- We only covered basic information about SDGs in class, but researching on my own helped me understand them thoroughly. - While researching my chosen topic, I discovered a lot of new information. - Researching helped me understand the topic in greater detail. |
|
Writing academic texts on SDGs in English |
Clear understanding |
- Trying to explain and express in writing helped me understand my topic more clearly than just knowing it in my head. - The activity helped me move beyond just knowing the facts. I was able to explain them in my own words. |
|
Instructor’s feedback on SDG writing |
Directional guidance |
- The professor adjusted my topic to better fit the SDGs, which made writing easier. - Receiving feedback after writing helped me understand in which direction I should write my paper. - I was able to understand in detail what aspects were lacking through face-to-face feedback. It was incredibly helpful in completing my writing. |
|
Discussing SDG topics with classmates in class |
Information sharing; Gaining insights from diverse perspectives |
- At first, I didn’t see the point of sharing what we researched because we would write individually, but through discussions, I realized I could approach the topic from different perspectives, broadening my thinking. - I was able to get more information by sharing thoughts with my classmates. |
|
Instructor’s explanation of SDGs |
Foundational understanding |
- The initial explanation was simple, making it easy to understand. - I learned what the term SDGs means, and it helped me get some idea of how I should approach it. |
In response to Question 5, which asked about difficulties or challenges students faced while completing SDG- focused writing, three main issues emerged, as shown in
Table 3. The most frequently mentioned challenge was using English as a medium of writing. Since English is a foreign language for these students, they found it more difficult to express their thoughts in English than in their native language, Korean. This challenge was particularly evident when they worked on their first drafts in class, as they were instructed not to use translation apps or conversational AI tools like ChatGPT (although these were allowed during revisions). Under these restrictions, students appeared to struggle more with completing SDG-focused writing. Secondly, students considered delivering their message in the form of academic writing to be one of the main challenges. They were expected to construct arguments based on evidence and logical reasoning, but many students were unfamiliar with this process. In particular, they found it difficult to locate resources to support their ideas and opinions. Lastly, selecting a specific SDG as a writing topic proved challenging. For some students, this was due to a lack of prior interest in or familiarity with the SDGs before the course. Others struggled to narrow down a topic, given the broad range of SDGs. Even after choosing an SDG, they still needed to identify a specific issue within it, which made selecting an appropriate writing topic time-consuming. Due to this difficulty, one student mentioned that he/she ended up choosing a topic that ”just popped into” his/her mind rather than through a thorough research process.
<Table 3>
Challenges encountered in the English writing process focused on SDGs
Challenges |
Comments |
English as the medium of writing (n=29) |
- Because I had to write my thoughts in a foreign language, not in Korean. - Actually, if this activity had been conducted in Korean and if we had been writing in Korean, I think everyone would have done it without any issues. However, the challenging part was writing in English. Without the help of a translation tool, I would have struggled a lot. - My English skills weren’t strong enough to complete the surprise writing. It was difficult to write without a translation tool. |
Academic writing format (n=25) |
- Perhaps because I’ve always written for a presentation, applying an academic writing style felt awkward and was challenging to get used to. - Writing supporting ideas was a bit challenging. - I could write my own thoughts, but finding the right resources to support my claims was difficult. - Expressing my thoughts was already challenging, but trying to fit them into a set structure made it even harder. |
Goal selection (n=11) |
- The SDGs cover a very broad range of issues, so I had difficulty deciding which aspect to focus on. - It wasn’t a topic I was familiar with, so it was quite difficult to identify aspects to compare or prose solutions for. In the end, what I chose didn’t come from research but just popped into my mind unexpectedly. - A topic I don’t have much interest in - Choosing one of the SDGs as a topic was challenging, but selecting a more specific topic within the SDG that I chose was even more difficult. |
4.2. Students’ Views on SDG Learning through Academic Writing Activities
The second set of survey questions centered on students’ perceptions of whether academic writing activities contributed to their learning about the SDGs from the cognitive and social-emotional perspectives. Questions 6 through 9 specifically addressed students’ perceived improvement in cognitive aspects such as their knowledge, understanding, awareness, and interest in learning about the SDGs. As shown in
Table 4, most students agreed (59.6%) or strongly agreed (23.4%) that they gained more knowledge about the SDGs through the academic writing process. The process also helped them better understand the SDGs, with 61.7% agreeing and 21.3% strongly agreeing, and become more aware of the SDGs while writing, with 53.2% agreeing and 23.4% strongly agreeing. However, the increase in their interest in the SDGs was not as significant as the gains in knowledge, understanding, and awareness; about half of the students (55.3%) reported becoming more interested in learning about them.
<Table 4>
Students’ perceptions of learning about the SDGs through SDG writing activities: Cognitive aspects
Questions: Through the SDG-focused writing activities in this course, |
1 |
2 |
3 |
4 |
5 |
Strongly |
Disagree |
|
Strongly |
Agree |
6. I have been able to gain more knowledge about the SDGs. |
0% |
2.1% |
14.9% |
59.6% |
23.4% |
|
7. I have come to better understand the SDGs. |
0% |
2.1% |
14.9% |
61.7% |
21.3% |
|
8. I have become more aware of the SDGs. |
0% |
2.1% |
21.3% |
53.2% |
23.4% |
|
9. I have become more interested in learning about the SDGs. |
0% |
10.6% |
34.0% |
38.3% |
17.0% |
Questions 10 to 13 explored whether students experienced social-emotional development related to the SDGs through the writing activities, particularly in areas such as responsibility, collaboration, understanding of their individual roles in achieving the SDGs, and empathy toward local and global issues.
Table 5 illustrates students’ general recognition of the positive impact of the writing process on their social-emotional growth. However, their perceived enhancement was not as strong as their cognitive gains, except for empathy for global and local issues, with 80.8% expressing a positive impact, including 57.4% indicating agreement and 23.4% strong agreement.
<Table 5>
Students’ perceptions of learning about the SDGs through SDG writing activities: Social-emotional aspects
Questions: Through the SDG-focused writing activities in this course, |
1 |
2 |
3 |
4 |
5 |
Strongly |
Disagree |
|
Strongly |
Agree |
10. I have developed a greater sense of personal responsibility to work toward achieving the SDGs. |
2.1% |
6.4% |
25.5% |
51.1% |
14.9% |
|
11. I have come to understand the importance of collaboration and relationships with others in achieving the SDGs. |
0% |
21.3% |
10.6% |
53.2% |
14.9% |
|
12. I have gained a better understanding of social norms and my role in achieving the SDGs. |
0% |
14.9% |
27.7% |
42.6% |
14.9% |
|
13. I have developed greater empathy for global and local issues related to the SDGs. |
0% |
10.6% |
8.5% |
57.4% |
23.4% |
4.3. Students’ Views on Learning Academic Writing While Engaging with SDG Topics
The third set of survey questions explored how much using SDGs as writing topics contributed to students’ learning of English academic writing (see
Table 6). In response to Question 14, which focused on whether this approach increased their interest in learning English academic writing, about half of the students (55.3%) indicated increased interest, with 40.4% agreeing and 14.9% strongly agreeing. However, a considerable portion of students (44.6%) were still uncertain (31.9%) or responded negatively (12.7%). The vast majority of students agreed (48.9%) or strongly agreed (23.4%) that SDG-focused writing activities encouraged them to participate more in their English writing classes in Question 15. Additionally, many students agreed (57.4%) or strongly agreed (19.1%) that these activities helped them better understand how to write an academic text in Question 16. Overall, the students perceived that the writing activities centered around SDG topics contributed to their class participation and understanding of how to write, but not as much to their interest in writing.
<Table 6>
Students’ views on learning of English academic writing through SDG topics
Questions |
1 |
2 |
3 |
4 |
5 |
Strongly |
Disagree |
|
Strongly |
Agree |
14. The SDG-focused writing activities have helped me develop more interest in English academic writing. |
2.1% |
10.6% |
31.9% |
40.4% |
14.9% |
|
15. The SDG-focused writing activities have encouraged me to participate more in my English writing class. |
2.1% |
6.4% |
19.1% |
48.9% |
23.4% |
|
16. The SDG-focused writing activities have helped me better understand how to write an academic paragraph and/or essay. |
0% |
4.3% |
19.1% |
57.4% |
19.1% |
|
17. It is appropriate to address the SDGs in an English academic writing class. |
0% |
4.3% |
8.5% |
63.8% |
23.4% |
Question 17 sought students’ thoughts on the appropriateness of incorporating the SDGs into their English academic writing classes. A significant majority of students agreed (63.8%) or strongly agreed (23.4%) that it was appropriate, while only 4.3% responded negatively. Students were asked to explain the reasons behind their choices in Question 18, and 24 students provided comments.
Table 7 summarizes the reasons why they considered the integration of the SDGs appropriate for English academic writing classes. The most frequently mentioned reasons were related to their content as writing topics and their roles in promoting English learning.
<Table 7>
Reasons for the appropriateness of integrating the SDGs into the English academic writing class
Reasons |
Comments |
Inherently appropriate as writing topics |
Globality |
- The SDGs deal with global challenges. - My class provided an opportunity to think and learn more about global problems. - It was appropriate to incorporate the SDGs into this class because they are public goals. |
|
Universality |
- I believe the SDGs are issues that we frequently encounter in our surroundings. - The SDGs address universal topics, so I was able to participate in the class without resistance. |
|
Significance |
- Since the SDGs address the most significant problems in the world, I think it is important to understand their seriousness. - The SDGs are important not only to be highlighted now but also to continue being highlighted in the future. |
|
Relevance to everyday life |
- The topics are closely related to our lives. Through writing and conducting research, I was able to think more deeply about the SDGs. I believe it is highly appropriate. - We can identify the problems our society is currently facing in reality. |
|
Trendiness |
- I think writing about something trendy these days is a great idea. - It is because I think they are recently emerging issues. |
|
Promoting the learning of English writing |
More engagement with English |
- I believe it is appropriate to use English when discussing global issues. - I was naturally led to search for reading materials published in English, so it seems beneficial to use the SDGs in English writing classes. |
|
Contemporary English |
- The SDGs are closely related to our current everyday lives, so I was able to learn contemporary English words and phrases. |
|
Appropriate level of difficulty |
- The topics are neither too difficult nor too easy to write about, so I think they are appropriate. |
|
Easier process of researching materials |
- There is a lot of material related to SDG issues, and students can easily access it. |
Students recognized the SDGs as inherently appropriate topics for a writing class due to their global scope, universality, significance, relevance to everyday life, and contemporary appeal. Students appeared to understand that the SDGs address international challenges faced by all humankind, regardless of where they live, and that these challenges are causing serious problems not only for global communities but also for individuals. Additionally, the SDGs were perceived not as outdated but as ”trendy” topics that are currently receiving significant attention. For these reasons, students regarded the SDGs as topics worth writing about and embraced them ”without resistance.”
Students also recognized the appropriateness of the SDGs in promoting English language learning, including English writing. Some students noted that they used English more frequently because the SDGs are ”global issues,” making it natural to engage with English while working on these topics. One student remarked that as the SDGs address current issues, he or she had the opportunity to learn ”contemporary English.” Students also found the SDGs to be suitable as writing topics for English academic writing because their content was neither too advanced nor too simple. Furthermore, due to the abundance of materials available on the SDGs, they found accessing resources to be relatively easy.
Although most students believed that the SDGs are suitable for English writing classes, two students expressed concerns about their use. One concern was that the SDGs were not sufficiently motivational. As one student noted, ”I found the SDGs to be good in terms of content, but they were not engaging enough, making it challenging to stay motivated.” This observation is in line with the response to Question 14, where students’ agreement with the SDGs’ role in developing students’ interest in English writing classes was relatively low. The other concern was related to the nature of the SDG’s content. One student remarked, ”I found it disappointing that the SDGs are not controversial topics. I believe writing about controversial topics would be more helpful.” This student felt that limiting writing topics to the SDGs prevented him or her from exploring controversial issues in writing.
5. Conclusion and Implications
This study explored how students engaged with academic writing incorporating the SDGs as topics and how they perceived their use in English writing classes. The findings show that most students consistently focused on a single SDG throughout the semester, which was typically related to either social or environmental issues. They tended to select topics they were personally familiar with or interested in, rather than based on their urgency and seriousness. Students found that individual activities, such as researching the SDGs for writing resources and following the English academic writing process, were particularly helpful for completing the SDG-related writing tasks. However, they did not perceive interactive activities, such as group discussions with classmates or feedback sessions with the instructor, to be as helpful as the individual activities.
While completing the writing assignments, the students encountered several challenges. The most frequently mentioned challenge was using English as the medium of writing. They also struggled with writing about the SDGs while adhering to the English academic writing format. The last challenge was selecting a writing topic from among the SDGs. Given the broad range of topics, students not only had to identify a goal but also narrow it down to a specific issue. For those who were new to or unfamiliar with the SDGs, this process was especially difficult and in some cases, led them to choose a topic without much consideration.
Regarding the impact of SDG-integrated writing on their learning, many students agreed that it was cognitively helpful in increasing their knowledge, understanding, and awareness of the SDGs. However, they were relatively less positive about its impact on enhancing their interest in learning about the goals. Students also recognized the benefits of SDG-related writing activities in fostering their empathy toward global and social issues, though they felt that the enhancement in other social-emotional areas was not as substantial as their empathy gains or even their cognitive gains. Additionally, they generally agreed that integrating the SDGs into their experience of learning English academic writing contributed to increased class participation, a better understanding of English academic writing, and heightened interest in learning it. However, the increase in interest was not as significant as the improvements in class participation and understanding.
Finally, the majority of students viewed the incorporation of the SDGs into English academic writing classes as appropriate due to their inherent characteristics as writing topics, specifically that they were global, universal, significant, relevant to daily life, and contemporary. Additionally, their appropriateness was found in their positive roles in students’ learning of English writing. The SDGs engaged students more with English due to their status as global issues, exposed students to contemporary English, provided content that was challenging but accessible, and offered abundant resources for research. Some concerns were also expressed, though they were few, regarding their relatively low motivating factor and less controversial nature as writing topics.
Based on the findings, the following implications are proposed for instructors considering the integration of the SDGs into their academic English writing classrooms to enhance students’ learning experiences and maximize its educational value. To begin with, when students were given the autonomy to select their writing topics, the majority tended to focus on a single SDG throughout the semester and generally chose topics based on their interests or familiarity. Furthermore, they placed greater value on individual activities during the writing process. These patterns suggest that students may miss opportunities to engage with a broader range of global issues and expose themselves to diverse perspectives, which could potentially limit their ability to develop a comprehensive and balanced understanding of the SDGs. To address this, instructors could encourage students to include at least one topic from each of the three categories of the SDGs (i.e., social, environmental, and economic) rather than leaving topic selection entirely to the students. Additionally, instructors could provide scaffolding activities designed to help students engage with less familiar topics. For example, videos or news articles about recent cases could assist students in broadening their perspectives, make more informed decisions about their writing topics, and develop interest in unexplored areas.
The findings also indicate that SDG-focused writing activities contributed to students’ learning from cognitive and social-emotional perspectives, particularly by deepening their understanding of global issues, fostering empathetic feelings, improving their understanding of how to write English academic texts, and increasing class participation. They experienced relatively less growth in their social- emotional development and intrinsic interest in English writing. Action-oriented group projects are one possible approach to address this lack. Students could plan and implement actions to tackle real-world sustainability challenges in their everyday, local settings. Through these hands-on activities, students would not only apply their knowledge of the SDGs but also develop a sense of responsibility and accountability. Additionally, participating in group projects would give students opportunities to foster collaboration and broaden their perspectives.
To further increase students’ interest in the SDGs and academic writing, an argumentative essay style could be adopted, alongside essay types that primarily involve explaining processes, which often lack personal opinions. By incorporating the argumentative essay style, students would be encouraged to explore controversial issues that require them to express their own voices, making the writing process more personal and engaging. Furthermore, incorporating creative or reflective writing tasks while exploring academic writing genres could enrich their learning experiences. For instance, students could write reflective essays about their projects, helping them build emotional connections to the SDGs. Utilizing social media platforms or digital storytelling to share their knowledge and insights about the SDGs with real-world audiences could also enhance students’ motivation and interest in both the SDGs and English writing. These digital and creative elements can make SDG-focused activities more engaging and dynamic.
Many students also faced challenges with using English, a foreign language, as the medium of writing. This difficulty might have been exacerbated by the need to navigate unfamiliar writing styles used in academic contexts. These findings underscore the importance of sufficient and continuous support and guidance from instructors, especially when introducing potentially unfamiliar writing topics such as the SDGs. For instance, pre-writing activities, such as brainstorming sessions and topic exploration exercises, can help students develop a clearer understanding of the SDGs and generate ideas. Furthermore, instructors could provide frequent individual and group feedback sessions throughout the writing process to ensure that students feel supported and that their writing and language issues are addressed as they arise. This structured support can enhance students’ engagement with the SDGs and develop their writing proficiency.
The suggested adjustments are expected to not only address students’ challenges but also encourage them to broaden their perspectives and develop the cognitive and social-emotional skills needed to tackle global challenges. Future researchers could explore the impacts of such approaches and strategies on students’ interest and motivation regarding the SDGs and English academic writing. These efforts could make English language education more relevant by promoting both global awareness and communication skills.
A limitation of the study is its reliance solely on survey data, which offers valuable insights but needs to be triangulated using a more diversified range of data sources. Future research could explore additional methods, including qualitative approaches such as interviews or analysis of class artifacts (e.g., writing manuscripts) to provide a more holistic understanding of the effects of SDG-focused writing activities. Such multifaceted data would facilitate a more thorough and nuanced analysis, which can, in turn, offer deeper insights into effective strategies for integrating the SDGs into English writing classes. Additionally, future studies comparing SDG- integrated writing classes with non-integrated classes could yield more conclusive evidence about the effectiveness of incorporating the SDGs into English academic writing instruction.