Research Information System
22nd INGED International ELT Conference, Bolu, Turkey, 24 - 27 April 2025, (Summary Text)
Higher education institutions are increasingly recognized as providing the driving force for Sustainable Development (SD) and Education for Sustainable Development (ESD). Several studies have indicated that teachers play a crucial role in accomplishing SD and ESD. In this sense, however, few studies have explored students’ perceptions and beliefs. A better understanding of their attitudes and beliefs regarding SD and ESD is required, as today’s students will significantly impact the future as the primary decision-makers and protagonists. This study aimed to investigate the perceptions and beliefs of students currently studying English in social, life, and medical sciences faculties at a public higher education institution. A descriptive research design was employed by integrating quantitative and qualitative approaches through an online questionnaire and semi-structured interviews. The findings revealed that students most identified Goal 3 (Good Health and Well-being) and Goal 4 (Quality Education) as essential in their lives. However, awareness of SDGs remains limited, with a significant majority of students reporting minimal familiarity with these goals. Moreover, English courses offer limited coverage of SDGs, but sustainability topics should be explored more thoroughly. Additionally, students primarily learn about sustainability through digital platforms rather than formal education, highlighting a gap in sustainability-related education. Also, students believe sustainability education should be integrated into higher education curricula through updated course materials to enhance engagement.