English language instructors’ awareness, values and classroom practices towards Education for Sustainable Development in the Kurdistan Region of Iraq

Abstract

The aim of this study is to measure English language instructors’ awareness, values and practices of Education for Sustainable Development in higher education in the Kurdistan region of Iraq. It also aims to investigate whether instructors’ knowledge and values influence their classroom teaching practices. By using a quantitative approach, the research applied a Likert-scale questionnaire to a convenient sample of instructors. The results indicated that instructors had a moderate level of knowledge, favourable values and a moderately high level of practices. Moreover, the study revealed that while both knowledge and values influenced classroom practices, values demonstrated a stronger predictive effect. The study suggests implications for policymakers, curriculum developers and teacher trainers regarding the integration of Education for Sustainable Development into language education in the region.