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English Language Teachers’ Knowledge of SDGs and their Attitudes towards Incorporating SDGs in ELT in Myanmar |
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| รหัสดีโอไอ | |
| Creator | Win Kyi Kyi Naing |
| Title | English Language Teachers’ Knowledge of SDGs and their Attitudes towards Incorporating SDGs in ELT in Myanmar |
| Contributor | Aye Aye Mar |
| Publisher | English Program (ELP), Faculty of Humanities and Social Sciences (HUSOC), Buriram Rajabhat University (BRU), Thailand |
| Publication Year | 2566 |
| Journal Title | Journal of English Language and Linguistics |
| Journal Vol. | 4 |
| Journal No. | 1 |
| Page no. | 18-29 |
| Keyword | Attitudes, English Teachers, Knowledge, Myanmar, Sustainable development goals (SDGs) |
| URL Website | https://so17.tci-thaijo.org/index.php/JEL/index |
| Website title | https://so17.tci-thaijo.org/index.php/JEL/article/view/41 |
| ISSN | ISSN 2730-2431 (Print); ISSN 2821-952X (Online) |
| Abstract | In Myanmar, with the intention of developing educational solutions to reduce poverty within the nation-state and promote respect for everyone, EFL teachers are currently teaching literature with a focus on SDG 4 target. For them to have a say in the social, cultural, economic, and environmental development of their societies and their own lives, today's learners must acquire a thorough awareness of local, national, and international issues. This research aimed to explore English Language Teachers (ELTs’ knowledge of SDGs and their attitudes towards the incorporation of Sustainable Development Goals (SDGs) into English Language Teaching (ELT) in Myanmar. A survey was administered to 19 ELTs from different universities, colleges, and language centers in Myanmar. The findings revealed that the majority of the respondents had limited knowledge of the SDGs framework, but they recognized the importance of incorporating the SDGs into ELT. The study further highlighted the need for more training and professional development for ELTs to enable them to integrate SDGs into classroom instruction effectively. Finally, Knowledge and attitudes of Myanmar teachers to a stronger integration of sustainability issues into educational programmes still need to be improved. A change of perspective is urgently needed, whereby sustainability education should be seen as a collective responsibility. |
