An Integration of the Sustainable Development Goals (SDGs) in Educational Textbooks: The Case of the Malaysian High School English Textbooks

This study examined the Malaysian high school educators’ experience integrating the Sustainable Development Goals (SDGs) in E nglish language teaching. A mixed method design was employed. 110 high school educators participated in this survey. D ocument analysis was employed, and a thematic analysis was conducted to investigate educators' experiences of teaching SDGs using textbooks. The s tudy found that not all SDGs are found in English language textbooks. The dominant SDGs in the English languag e textbook were related to the environment. Some of the themes were related to challenges in teaching SDGs in English. Findings from this study can be helpf ul for school management and policymakers to develop strategies towards the realisation of the SDGs and support teachers’ active roles in teaching SDGs through English language learning.