Introduction

The United Nations Sustainable Development Goals Report for 2022 (Sachs et al., 2022) places a strong emphasis on providing inclusive, high-quality education that is equitable and on encouraging opportunities for lifelong learning. The fourth objective for sustainable development is education. Given that the United Arab Emirates (UAE) has made sustainability a central component of its national vision, including education for sustainable development (ESD) in English as a foreign language (EFL) training is especially pertinent in this context. The UAE's commitment to fostering a culture of environmental responsibility and sustainable development is evident in initiatives such as the UAE Green Agenda 2030 and the declaration of 2023 as the "year of sustainability." Incorporating these ideas into EFL classes fosters critical thinking and global citizenship in students while also advancing national goals. Additionally, EFL classes in the UAE frequently accommodate learners from linguistically and culturally diverse backgrounds, making them ideal forums for fostering intercultural understanding and discussing global issues. Teachers can enhance students' language proficiency by incorporating relevant, practical information on sustainability topics into language instruction. In addition to being in line with the UAE's educational reforms, which prioritize learning that is both comprehensive and future-ready, this also equips students to participate in global discussions on sustainability in English, the universal language (Baroudi, 2023). Even yet, Grund and Brock (2020) believe that extensive research on the effects of ESD is still insufficient, and it is challenging to determine the precise origin of the term (Hopkins, 2012). On the other hand, certain studies on high-quality education and its connection to sustainable development have been conducted. According to Zhiyong et al. (2020), among the anticipated elements that were applied to enhance their professional growth were comprehension, reflection, and teaching EFL.

Hopkins (2012) assessed a range of descriptive and research publications that give a summary of the advancements made by ESD, especially in higher education, since sustainability programs and activities were introduced on college campuses. Graduate competencies, the role of higher education institutions in society, ensuring educational quality, and the components of a bachelor's degree program in ESD were the main topics of the analysis. Additionally, he addresses how the programs help to integrate sustainable development principles into engineering education, concluding that "study programs in "All parts of the world are increasingly focusing on sustainable development and a specialized approach" in order to prepare new generations of engineers." Every professional association has the right to include ESD in professional development and training programs, as well as influence university curricula. The most pressing problem of our day, according to Boeve-de Pauw et al. (2015), is how to conserve the planet's resources while simultaneously promoting the prosperity and well-being of the world's growing population. The study also emphasized the general agreement that international treaties should be used to address sustainable development; hence, ESD was created as a response to sustainability issues. Empirical research, however, is a crucial component of the ESD discussion. The study used data from 2,413 children in grades 6, 9, and 12 from 51 schools in Sweden to investigate the effects of ESD. Results from several descriptive studies indicate that ESD may influence students' sustainability consciousness. The study's conclusions also demonstrate how important ESD is to address sustainable development and clear the path for a more sustainable future.

The term "education for sustainable development" refers to a state-of-the-art approach to education that considers the economy, society, environment, and culture—four interconnected and interdependent elements. Every member of society should strive to raise both the group's general standard and their own personal standards. Sustainability principles are based on the notion that everyone should participate in projects that will promote sustainable living in their personal lives, in their communities, and globally, both now and in the future (Gunina et al., 2021). To participate in public activities, sustainability education is increasingly widely recognized (Wals, 2009). According to Corcoran et al. (2002), teaching students’ values and skills that advance knowledge and society is an essential role of higher education systems. One of the contemporary applications that higher education should emphasize is sustainable development, which can help ensure a good standard of living for future generations. The objective of sustainable development in a college or university is to give instructors the tools, support, and professional development they need to transition to a more competence-focused teaching style (Trechsel et al., 2018). As stated by Barth and Rieckmann (2012), universities also play a significant role in society by preparing the next generation of experts who will support sustainable development. To surpass Sustainable Development Goal 4, which focuses on "quality education," higher education institutions are implementing and supporting education aligned with the Sustainable Development Goals (SDGs). By empowering individuals to realize their full potential, quality education fosters the growth and advancement of societies overall and enhances the lives of individuals.

A high-quality education also serves as the foundation for achieving all other sustainable development objectives. For example, a good education helps Goal 11 to build inclusive, safe, resilient, and sustainable cities and human settlements; Goal 3 to promote healthy lifestyles and well-being for everyone; and Goal 2 to eradicate hunger (Ashida, 2023). The study also stated that people can expand their career options and acquire the skills and credentials required for future employment when they have the opportunity to pursue higher education. The achievement of Goal 8—sustainable economic growth and excellent jobs for all—will ultimately result from this. Prioritizing sustainability in textbooks can assist ensure that kids will grow up to live in a more sustainable society, claim Arslan and Curle (2021). In addition to helping students, this would enable a more balanced approach to the SDGs in English language education, which has implications for pedagogy.

Professional development for EFL instructors should be viewed as an ongoing undertaking as it is always necessary, according to El Deen (2023). Because of this, English language instructors consistently strive for professional growth, whether through formal educational programs or informal means. For instance, in teacher education programs, reflective training for student teachers is becoming increasingly crucial (Dumlao & Pinatacan, 2019). Educational programs are one of the suggested methods for revitalizing and modernizing the continuing professional development of EFL teachers. Accordingly, academic programs are defined as efforts to create innovative teaching strategies and utilize instructional resources to enhance and improve student learning, promote student education, and provide a safe and equitable learning environment (Darling-Hammond et al., 2017). Furthermore, as a critical component of sustainability, Richards and Farrell (2005) recommend that English language instructors participate in professional development through training programs to enhance both their subject-matter competence and their teaching skills. Regarding the professional development of EFL instructors in the UAE, there is also no exception. In the UAE, EFL teachers often complete courses that teach them the principles of teaching English for sustainability. Thus, training and development for teachers are recognized as essential elements in creating effective educators (Karim et al., 2019).

It should be noted that there is no data on how EFL students see the Postgraduate Professional Diploma in Teaching program's contribution to effective ESD in the UAE. Therefore, the current study examined how postgraduate EFL students perceived the impact of the Postgraduate Professional Diploma in Teaching program on advancing sustainable development through effective teaching. The significance of this study lies in the fact that most EFL teachers must deliver quality instruction to foster long-term development. EFL students' academic performance and future sustainable living may benefit from excellent instruction that supports their sustainable growth. A few studies have also examined how EFL students perceive the impact of professional programs that include SDE. This element highlights the importance of the current study.

Consequently, by examining whether the Postgraduate Professional Diploma in Teaching program at Al-Ain University achieves the objective of promoting effective ESD from the perspective of EFL students and whether those impressions vary depending on gender and level of experience, the current study aims to fill a gap in the literature on sustainable development in the UAE by investigating the following questions:

Does the Postgraduate Professional Diploma in Teaching program assist EFL students in obtaining effective ESD?

Is there a statistically significant difference in the level of EFL participants on the impact of the Postgraduate Professional Diploma in Teaching program on promoting effective ESD due to gender and experience?

Literature Review

Sustainable development in education has been the subject of research. Even EFL learners investigate how instructional programs support education for sustainable growth and connect it to numerous factors. Oraif (2024) investigated how a Saudi Arabian university's EFL writing programs may incorporate sustainability themes using competency-based language teaching (CBLT). The capacity of students to write on recommended sustainable development themes, as assessed in a survey against Michelsen and Fischer's five ESD aspects, is therefore used to determine students' competency in sustainable development. The findings indicate that the students demonstrated proficiency in sustainable development and expressed a willingness to participate in its application. Therefore, using the CBLT approach, recommendations are made to the stakeholders in the education sector to incorporate sustainable development subjects as an initial offering in the curriculum of various specializations.

Baroudi's 2023 study on teacher education in the UAE found that a piloted sustainable professional development (PD) improved teachers' attitudes towards evaluation, professional growth, and leadership abilities. The study also emphasized the importance of teachers understanding their role in fostering a sustainable classroom environment. Although some adjustments were made, they were not well-maintained due to high stakes. The results of this study by Baroudi (2023) demonstrate the importance of helping instructors understand how they can contribute to creating a more sustainably developed classroom and learning environment. The high stakes involved in altering the structure of compulsory assessments in the public education sector hindered participants' ability to sustain the adjustments they made to their classroom-based practices. The results of this study aim to serve as a template for developing long-lasting professional development programs in the field of education.

Communicating with people through language provides a chance to exert some degree of influence over the students’ learning environment (Yaseen, 2021).Haggag's study (2022) examined the impact of a Holistic Tokkatsu approach training module on English lesson planning among pre-service English language teachers. The study used a quasi-experimental design and included six instruments, including pre- and post-tests. The results showed that the module improved teaching knowledge, classroom management competencies, and communities of practice among the 45 students. The study recommends adopting this approach for all Tokkatsu activities for teaching diverse English languages and incorporating communities of practice into pre-service teacher preparation programs to achieve sustainable development goals. Ibrahim's 2022 study examined the impact of a digital EFL learning program on English majors' communicative speaking, pragmatics competency, and attitudes towards digital learning. The study involved 30 students, with significant results. The researcher suggests incorporating pragmatism in English language curricula to adapt to modern needs and achieve effective learning for sustainable development programs.

Li's 2022 study on the professional development of EFL teachers emphasizes the importance of continuous professional development courses for improved teaching and practice. The research evaluates teacher professional development (TPD) in L2 education, addressing a gap in understanding its impact on instructors. Empirical studies support the study's claims, providing implications for L2 instructors, trainers, researchers, and policymakers.

Gunina et al. (2021) explored the integration of sustainability issues into university English language courses, focusing on topics such as gender equality, human rights, sustainable lifestyles, peace promotion, global citizenship, and cultural diversity. The study, conducted in Russia and Turkey, proposes a curriculum that considers environmental factors in English language courses.Kwee's 2021 study examines the factors that influence English teachers' motivation to integrate Sustainable Development Goals into their teaching. Findings indicate that personal beliefs, teaching goals, and supportive school management have a positive impact on teachers' self-efficacy and motivation. The study suggests strategies to support teachers' active roles.

Helwa's (2021) study examined the effectiveness of project-based and participatory learning, supported by multiple intelligences, in enhancing EFL receptive skills and English language learning satisfaction among potential teachers at Benha University. The study found a significant difference in pre- and post-administration EFL receptive skills exam scores attributed to different bits of intelligence facilitating project-based and interactive learning.

O'Byrne et al. (2015) studied English-language sustainability programs in higher education, finding that most curricula consist of core courses, with bachelor's programs being more flexible in their approach. Sustainability and social sciences were incorporated in over 85% of bachelor's and master's programs, while natural science courses were required in only 2%. The study suggests that shared foundations are necessary for sustainability programs to gain recognition and effectiveness in training future sustainability scholars. Obiegbu (2015) emphasized the English language's role in Nigeria's sustainable development, highlighting its significance in establishing national ideals, fostering economic progress, and maintaining Nigeria's fragile unity. The study highlights the role of language in achieving sustainable development in Nigeria.

Researchers analyzed the training demands of English language instructors in professional diploma programs in the UAE, focusing on new instructors during the training stage. The study included Arab and non-Arab students of English as a second language. English teachers face various jobs, responsibilities, skills, and professional demands, and failing to meet them can lead to poor student progress. The role of English language teachers has shifted from a recipient of information to a user of educational methods and modern strategies, promoting self-learning and sustainable development goals.

Methodology

Research Design

The purpose of the study is to find out how postgraduate students studying EFL determine the contribution of the Postgraduate Professional Diploma in Teaching program to the advancement of learning for sustainable development. A survey was created to gauge students' opinions to ascertain whether they are successfully learning and using sustainability concepts.

The study employed a descriptive-analytical method, utilizing IBM SPSS Statistics software to explore, analyze, compare, and quantify the data.

Participants

This study involved 228 students from Al Ain University's Postgraduate Professional Diploma in Teaching program during the second semester of the 2022-2023 academic year. Table 1 illustrates the distribution of these values.

Table 1. Frequencies and Percentage of the Participants according to the Study Variables

The Instrument and Procedures

Following a review of prior research and the relevant theoretical framework, the study employed a 28-item questionnaire to investigate how EFL students perceived the contribution of the Postgraduate Professional Diploma in Teaching program to effective Environmental, Social, and Developmental (ESD) education. Each phrase was given a range of weight to determine alternative responses to the statements. These responses are provided when correcting the positive statements and estimating the degrees of (5-4-3-2-1). The responses can be measured using the five-fold Likert scale: strongly agree, agree, neutral, disagree, and strongly disagree. The opposite is true for negative claims, as the study sample's vocabulary responses were evaluated using the following standards, which were based on the arithmetic averages of the axes and the weighted averages of the phrases. The study employed an analytical descriptive method. In the second semester of the academic year 2022-2023, a questionnaire was distributed to EFL postgraduate students.

Data Analysis

To address the research questions and analyze EFL postgraduate students' perceptions of the postgraduate professional diploma in the teaching program’s contribution to promoting ESD, a descriptive-analytical approach was employed using IBM SPSS Statistics. Descriptive statistics were computed, including means, standard deviations, minimum and maximum values for each of the 28 items. These provided insight into the central tendency and spread of students' perceptions. To interpret the participants’ responses on the 5-point Likert scale, the following Table 2 shows the classification scheme:

Table 2. Item-Level Criteria for Interpretation

T-test for Gender: An independent sample t-test was conducted to determine whether male and female students differed significantly in their perceptions. One-Way ANOVA for Experience: A one-way ANOVA tested for differences among three groups based on teaching experience (no experience, 1–5 years, 6+ years). The first assumption for applying parametric statistical tests is that the data are normally distributed. To evaluate this assumption, the Kolmogorov–Smirnov test and the Shapiro–Wilk test were applied to the total scores and subscale scores of the questionnaire. In addition, the skewness and kurtosis coefficients were examined. The skewness values fell within the acceptable range of –1 to +1, and the kurtosis values were within –2 to +2, indicating a distribution that did not significantly deviate from normality. Furthermore, Q–Q plots and histograms were visually inspected to support these statistical tests. The results showed no significant deviation from a normal distribution for most variables (p > .05), indicating that the normality assumption was satisfied. In addition, the large sample size (n = 228) supports the use of parametric tests. Levene’s test for equality of variances was applied before conducting the t-test and ANOVA. For the gender variable, Levene’s test yielded non-significant results (p >.05), indicating equal variances across groups. Similarly, for the years of experience groups, Levene’s test also indicated that the assumption of homogeneity of variance was not violated. Therefore, the assumption of equal variances was met. To answer the study questions, mean and standard deviations were calculated. The Tukey HSD Post Hoc Test was performed to investigate the causes of discrepancies in the perspectives of EFL participants. Post hoc Tukey HSD analysis revealed that students with no experience reported significantly higher mean scores than those with five or more years of experience. The validity and comprehensiveness of the study instrument were confirmed through the questionnaire. It had to be reviewed by a panel of seven qualified arbitrators to make sure the paragraphs were appropriate, the content covered all the study's topics, and the terminology was explicit. The arbitrators reached a consensus on twenty-eight paragraphs, with an agreement rate of 84. Following a review, a group of seven professionals and education experts made some modifications to the original version of the tool. Two items were removed, and the items that were deemed valid by 80% of the evaluators were retained. The final version of the study tool now consists of twenty-eight items. To ensure internal consistency, Cronbach’s alpha was computed using a pilot sample (n = 30). The reliability coefficient was α =.78, indicating acceptable internal consistency of the questionnaire items and their suitability for further statistical analysis.

Results

To respond to the first question: "Does the Postgraduate Professional Diploma in Teaching program assist EFL students in obtaining effective ESD?" Mean and standard deviations were calculated. The mean value indicates the students' perception of the Postgraduate Professional Diploma in Teaching program's effectiveness in promoting effective ESD. According to students, the Postgraduate Professional Diploma in Teaching program has an average impact on promoting effective ESD, ranging from 2.7 to 3.4. From the students' perspective, the mean value of (3.5-5) suggests that the Postgraduate Professional Diploma in Teaching program has a significant impact on promoting effective ESD. Table 3 presents the mean, standard deviation, levels, maximum, and minimum values for the study's tool items.

Table 3.EFL Students’ Perceptions on Promoting Effective ESD

Table 3.Continued

Table 3.Continued

Table 3 clearly shows that item 24, which states, ''The program adopts policies and implements strategic actions to address the sustainable development goals for effective English education," has the highest mean (4.123), indicating that the EFL participants strongly believe that the Postgraduate Professional Diploma in Teaching program adopts policies and implements strategic actions to address the sustainable development goals for effective English education. In addition, items 14 and 25 tied for second place with the highest mean (4.123). According to items 14 and 25, "the program encourages creative initiatives such as action research to improve the quality of learning" or "the program provides students with proper methods to organize and utilize available knowledge for achieving sustainability in effective English education." This suggests that EFL postgraduates strongly support innovative attempts to enhance the quality of learning and believe that the Postgraduate Professional Diploma in Teaching program achieves this goal.

The lowest means for items 12 and 11, "The program supports students with different assessment tools for achieving sustainability in effective English education" and "The program enhances sustainability in effective English education by providing opportunities for feedback techniques to enhance effective learning", were (1.228, 1.983), respectively, and were considered below average. As a result, EFL students believe that the Postgraduate Professional Diploma in Teaching program provides them with various assessment tools to achieve low-level sustainability in effective English education, as well as to improve sustainability in effective English education by offering students opportunities for feedback strategies that enhance effective learning in the classroom. The aggregate mean for all of the tool items was 3.945, which is considered high. With an overall mean score of 3.945 and a standard deviation of 0.601, Table 2 demonstrates that EFL students have a very favorable opinion of the inclusion of ESD in their curriculum. Only two items (Q11 and Q12) received a bad rating out of the 28 total; 26 things received a high rating. Furthermore, the following items received the highest ratings: Q14: Supporting innovative projects, such as action research (M = 4.123); Q24: Implementation of SDG-related policies (M = 4.123); and Effective knowledge management and knowledge organization (M = 4.105), which are questions 25 and 15. Q10: Availability of instructional technology (M = 4.088). These findings suggest that in ESD situations, students highly value initiatives that promote innovation, strategic planning, and access to resources. Furthermore, the poor scores highlight critical areas that need immediate improvement, particularly the diversity of assessments and formative feedback, both of which are essential for fostering long-term, student-centered learning. Students understand how 21st-century skills, such as collaboration, job readiness, and cognitive development, are developed through the curriculum. The high mean values for most categories suggest that there are strong institutional efforts to align English education with the SDGs. However, poor outcomes can indicate uneven implementation or perceived flaws in the evaluation processes.

The postgraduate professional diploma in teaching program, therefore, has a considerable impact on EFL students' perceptions of how to promote effective ESD. Table 3 shows that means and standard deviations were calculated to answer the second question, "Is there a statistically significant difference in the level of EFL postgraduates' perceptions on the impact of the Postgraduate Professional Diploma in Teaching program on promoting effective ESD development due to gender?"

A t-test for independent samples was used to see if there were any differences between the male and female averages. Table 4 displays the results of independent sample t-tests on the gender variable.

Table 4.t-Test Findings for Independent Samples for Gender Variable

Table 4 indicates significant differences in mean EFL postgraduate scores between males and females (α=0.05). The male mean was (2.846), with a standard deviation of (0.210), while the female mean was (3.965), with a standard deviation of (0.588). Female EFL participants are more likely than male participants to believe that the Postgraduate Professional Diploma in Teaching program promotes effective ESD (t = 3.795, p-value = .040, α = 0.05), which indicated a large effect size. Cohen’s d = 2.13, which indicates a very large effect size — suggesting a substantial difference between male and female participants' scores. The difference in perceptions between male and female participants is substantial, favoring females.

As shown in Table 5, means and standard deviation were calculated to answer the second question, "Is there a statistically significant difference in the level of EFL postgraduates' perceptions on the impact of the Postgraduate Professional Diploma in Teaching program on promoting effective ESD due to experience?"

Table 5.Means and Standard Deviations Due to Experience Variable

Table 5 shows that the average for EFL student teachers with fewer than five years of experience was 3.818; the average for those with five years or more of experience was 2.945; and the average for those who had never taught EFL before was 4.001. This data reveals a clear distinction between the three variable levels due to experience. One-way ANOVA tests were performed to determine if the differences were static. Table 6 presents the results of the One-Way ANOVA test for the variable' years of experience'.

Table 6:ANOVA Test’s Results Due to Variable Years of Experience

Table 6 shows statistically significant differences in EFL students’ perceptions of the postgraduate professional diploma in teaching program’s impact on promoting effective ESD, based on their years of teaching experience. The reported means that students with no teaching experience had the highest mean score (M = 4.001, SD = 0.597), those with less than five years of experience followed (M = 3.818, SD = 0.535), and Those with five years or more of experience reported the lowest mean score (M = 2.846, SD = 0.000). A one-way ANOVA revealed a significant effect of teaching experience on perceptions of the program’s impact on promoting effective ESD, F (2, 225) = 9.027, p < .001, with a moderate effect size (𝜂² = 0.074), indicating that teaching experience is significantly associated with perceptions of the program’s effectiveness in promoting ESD. Students who had never taught reported the highest perceptions of program effectiveness (M = 4.00), followed by those with less than five years (M = 3.82), and finally, those with five years or more of experience (M = 2.85).

Furthermore, the Tukey HSD Post Hoc Test was used to determine the causes of variation in EFL postgraduates' opinions regarding the influence of the Postgraduate Professional Diploma in Teaching program on fostering effective ESD, as shown in Table 7.

Table 7: Post Hoc Test due to the Variable Years of Experience (*Correlation is significant at the (α=.05) level)

Table 7 indicates statistically significant differences (α = 0.05) in postgraduates' experience. According to the findings, EFL student-teachers who are yet to be employed think that the Postgraduate Professional Diploma in Teaching program has a stronger influence on fostering effective ESD than those with five or more years of experience. Furthermore, EFL postgraduates with less than five years of experience believe that the Postgraduate Professional Diploma in Teaching program has a greater impact on EFL students than those with five years or more of experience.

Discussion

This study explored both EFL students’ and teachers’ perceptions of the impact of the postgraduate professional diploma in the teaching program at Al-Ain University in fostering effective ESD. The findings from the first research question suggest that the program successfully implements policies and strategic actions that equip students with tools to manage and utilize knowledge for sustained success in English education. These findings align with Kwee (2021), Li (2022), Obiegbu (2015), and Oraif (2024), all of whom underscore the potential of English language education as a medium for integrating SDGs. Notably, the study found that the program encourages innovative pedagogical practices, such as action research and formative assessment, which support long-term educational sustainability. This supports Baroudi's (2023) conclusion that professional development can enhance teachers’ capacity to create evaluations that foster higher-order thinking and sustainable learning. Moreover, the program's emphasis on feedback strategies for improved learning aligns with Haggag (2022) and O’Byrne et al. (2015), who stress the importance of diverse, ESD-oriented curriculum content in fostering teaching competence, effective classroom management, and professional learning communities.

Furthermore, students reported that the program supports their ability to structure and apply knowledge to meet contemporary demands in English language teaching. This aligns with the findings of Gunina et al. (2021) and Ibrahim (2022), who advocate for curriculum development centered on the real-world applications of ESD principles in language instruction. Such alignment is particularly relevant in the UAE context, where the national education agenda emphasizes innovation, sustainability, and global citizenship as key pillars of teacher preparation.

The second research question revealed statistically significant differences in perceptions based on gender and years of experience. Specifically, participants with no prior teaching experience rated the program more favorably than their experienced peers. This may suggest that less experienced postgraduates are more open to or more influenced by structured ESD training, whereas experienced teachers may compare the program with their prior practice or feel constrained by existing habits. This finding warrants deeper theoretical exploration—perhaps through the lens of transformative learning theory, which posits that educational impact is shaped by one’s openness to change and prior assumptions. It also invites consideration of teacher identity formation and how initial teacher education programs influence novice versus veteran educators differently. This is consistent with those of Helwa (2021), who found a statistically significant difference between the pre-and post-administrations of the EFL receptive skills exam and English language learning satisfaction scale in favor of the post-administration, which they attributed to different bits of intelligence that aided project-based and interactive learning. Although the results are encouraging, the discussion could benefit from a deeper engagement with theoretical models and contextual factors within UAE's educational reform efforts. For instance, aligning these findings with the UAE Vision 2030 and the national SDG education framework would strengthen the argument for embedding ESD within EFL teaching strategies.

Conclusion

This study investigates EFL students’ perceptions of the impact of the Postgraduate Professional Diploma in Teaching program on promoting effective ESD at Al-Ain University. It contributed to the literature by introducing techniques for teaching English courses that may be utilized to support sustainable development goals. According to the findings of the study, participants believe that the Postgraduate Professional Diploma in Teaching program implements policies and strategic efforts to meet long-term development goals for successful English instruction. Furthermore, the findings revealed that EFL postgraduates highly value the postgraduate professional diploma in teaching program because it strongly encourages creative initiatives to improve learning quality, provides them with a variety of assessment tools to achieve sustainability in effective English teaching, and allows students to practice feedback strategies to improve classroom learning. The respondents' replies are attributed to the impact of gender and years of experience, and the results also demonstrate statistically significant variances due to gender (in favor of female EFL postgraduates) and years of experience (in favor of EFL postgraduates who have not yet worked). Furthermore, the study emphasized the importance of incorporating sustainable development concerns into English teaching, as well as providing postgraduates with an understanding of the positive aspects of sustainable development and guidance on how to integrate sustainable development issues into their teaching and education. This study highlights the importance of English language instruction in promoting sustainable development ideals, particularly in postgraduate teacher preparation programs. It becomes not only possible but also necessary to incorporate sustainability issues into EFL instruction by providing aspiring teachers with knowledge and valuable techniques. The results present a timely opportunity to align language instruction with broader social goals in the UAE, where national agendas prioritize sustainability and innovative education. To improve student engagement and critical thinking, the research recommends that EFL programs include real, sustainability-themed content. Ministry and educational institutions are urged to include sustainable development competencies in program goals and teacher training requirements from a policy standpoint. The study, in theory, encourages more comprehensive and socially conscious language teaching by promoting an interdisciplinary pedagogical approach that combines language acquisition and global citizenship education.

Recommendations

Considering the results, the study suggests including the idea of sustainable development in curricula for aspiring teachers to further their professional growth. According to the research, teacher preparation programs should incorporate the concept of sustainable development. By incorporating sustainability concepts into their curricula, educational institutions can better equip postgraduate students with the knowledge, principles, and teaching tools necessary to foster social responsibility and global citizenship. The research also suggests that the Sustainable Development Goals (SDGs) of the UN be incorporated into English language training offered in diploma programs. By providing students with relevant, practical material to enhance language training and increase their level of engagement and awareness of global concerns, this approach supports both linguistic and developmental objectives. Ultimately, the study encourages further research into associated factors that may influence the effective incorporation of sustainable development into EFL contexts, including attitudes, teaching methods, and institutional support systems. This would help us better understand how language instruction and sustainability interact, which would help guide evidence-based educational changes in the UAE and elsewhere.

Limitations

Although this study provides insightful information on how ESD might be incorporated into EFL teacher preparation, it is essential to acknowledge several limitations that could limit the broad applicability of the results. First, the study was limited to a specific group of students enrolled in the Postgraduate Professional Diploma in Teaching Program at Al-Ain University during the first semester of the 2022–2023 academic year. As a result, the findings may not accurately represent the experiences or viewpoints of postgraduate students in other programs or institutions. Furthermore, the study examined only two variables: years of teaching experience and gender, and it focused solely on how the diploma program influenced the development of successful ESD practices. Other important aspects, such as teaching specialty, cultural background, institutional support, or prior exposure to sustainability education, cannot be explored due to this limited scope. These limitations present future research possibilities. More thorough understandings may be gained through larger-scale research involving multiple institutions, mixed-methods techniques, or longitudinal designs. Examining other factors, such as curriculum content, teaching strategies, and teacher attitudes, may help clarify how ESD can be successfully integrated into EFL instruction in various educational settings.

Generative AI Statement

The author has not used generative AI or AI-supported technologies.

Authorship Contribution Statement

Hazaymeh: Conceptualization, design, interpretation, referencing, reviewing, supervision. Alqawasmi: Conceptualization, analysis, interpretation, writing. Almahdawi: Conceptualization, design, interpretation, writing. Shater: Conceptualization, design, interpretation, writing, supervision. Aburezeq: Conceptualization, interpretation, writing, supervision. Dweikat: Design, interpretation, writing, supervision