Textbooks as Resources for Education for Sustainable Development: A Content Analysis

Abstract

If we intend to successfully integrate Education for Sustainable Development (ESD) in the general educational programs, it is important to utilize available methods and resources. This paper argues that English Language Learning textbooks in Iran have the potential to be useful resources and a viable springboard for the implementation of ESD. For this purpose, the present study explores the content of English textbook series developed by Iranian authors through the lenses of ESD. The framework for analysis was based on UNESCO’s Earth Charter and the Roadmap for Implementing the Global Action Program on ESD. The findings reveal that the themes of sustainability are present in these English textbooks to a good extent. However, the results suggest that there must be a more even distribution of such themes throughout the series. Also, the role of the teacher as a facilitator in developing discussions around such themes is highlighted.

Discursive Representations of Education for Sustainable Development in Policy Documents by English Medium Instruction Schools in Estonia and Norway

“…In EFL studies, there is a substantial body of research that addresses the issue of ESD in various EFL settings (Al-Jamal & Al-Omari, 2014;Ganji, Arshadi, & Mahbubzadeh, 2020;Guanio-Uluru, 2019;Guslyakova, 2020;Jodoin & Singer, 2020;Mohammadnia & Moghadam, 2019;Sundh, 2016;Ver Steeg, 2020;Zahoor & Janjua, 2020). In particular, the research literature problematises ESD in EFL educational settings in terms of EFL learnersí and teachersí perceptions of ESD (Ganji, Arshadi, & Mahbubzadeh, 2020;Guanio-Uluru, 2019;Guslyakova, 2020;Ver Steeg, 2020), environmental themes in EFL textbooks (Al-Jamal & Al-Omari, 2014;Jodoin & Singer, 2020;Mohammadnia & Moghadam, 2019;Zahoor & Janjua, 2020), and EFL learnersí written discourse on ESD-related topics (Sundh, 2016).…”

Sustainable Development from the Viewpoint of Iranian English Teachers: Practicing what they do not Preach

“…Finally, little research has been conducted on the notion of SD in the Iranian EFL (English as a Foreign Language) context (e.g., Bahaee, Perez-Batres, Pisani, Miller, & Saremi, 2014;Faham, Rezvanfar, Movahed Mohammadi, & Rajabi Nohooji, 2017;Mohammadnia & Deliery Moghdam, 2018;Zare, Zeinalipour, Zaree, & Mohammadi, 2018). Bahaee, Perez-Batres, Pisani, Miller, & Saremi (2014) investigated the attitudes and knowledge of university students from various fields about SD at one public university.…”

“…In particular, few, if any, studies have been reported in field of English language teaching and among English-major students and teachers (e.g., Mohammadnia & Deliery Moghdam, 2018). They analyzed the content of English textbook series authored by the Iranians utilizing UNESCOís Earth Charter and the Roadmap for Implementing the Global Action Program on ESD.…”

Context is Everything: Environment and Education Intersections in the Rise and Fall of Iran’s Nature Schools

“…Environmental research at universities and environmental texts at all educational levels expanded (Mohammadnia & Moghadam, 2019, p. 106) as part of the global awareness of climate change. For nature schools (MQ/MG, 2017b): ‘Setting up nature schools nationwide is one of our policies which we are pursuing in association with private sector and environmental groups’, Masoumeh Ebtekar, the chief of the department of environment said during the inauguration ceremony.…”