KOUNOUZ Journal
Volume 1, Numéro 1, Pages 130-148
2025-12-31

A Conceptual Framework For Integrating Sustainable Development Goals In Efl Education: Bridging Language Learning And Global Citizenship In Algerian Higher Education



Authors : Fadel Houda .

Abstract

This theoretical paper proposes a conceptual framework for integrating the United Nations Sustainable Development Goals (SDGs) into English as a Foreign Language (EFL) education within Algerian higher education institutions. As English increasingly mediates international discourse on global challenges, EFL education must extend beyond linguistic competence to prepare students for meaningful participation in global conversations about sustainability. Drawing on theories from communicative language teaching, global citizenship education, critical pedagogy, and intercultural communication, this framework articulates five interconnected pillars: linguistic competence for global discourse, intercultural communicative competence, critical consciousness, content knowledge of SDGs, and agency for participation. The framework addresses the specific multilingual and sociocultural context of Algeria while providing theoretical foundations applicable to similar contexts across the Global South. By positioning EFL education as a catalyst for empowering global citizenship, this framework contributes to bridging cultural and geographical divides in international sustainability discourse.

Keywords

Key words: Algerian higher education, critical pedagogy, EFL education, global citizenship, intercultural competence, sustainable development goals.

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