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All Journal English Focus: Journal of English Language Education Law & Pass : International Journal of Law, Public Administration and Social Studies
Alatrish, Entisar
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Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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From Awareness to Practice: EFL Teachers’ Engagement with SDG 4 (Quality Education) in University Classroom Instruction Omran, Sara; Alouzi, Khuloud; Alshineeti, Aml; Alatrish, Entisar; Alfallah, Bushra; Abouzied, Abdulghani; Elbi, Mohamed
Jurnal Bahasa Inggris Vol 9 No 1 (2025)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v9i1.213

Abstract

This study investigates university English (EFL) lecturers’ awareness, attitudes, and classroom practices related to Sustainable Development Goal 4 (Quality Education). It focuses on the gap between understanding SDG4 and applying it in teaching practice. A quantitative research design was adapted. Data were collected through a questionnaire distributed to 100 university EFL lecturers. The questionnaire examined the lecturers' awareness of SDG 4, their attitudes towards its integration in their teaching practices, institutional support, perceived challenges, and lecturers' self-efficacy. The findings show moderate to high awareness of SDG 4 and strongly positive attitudes toward its integration in EFL instruction. However, the level of classroom implementation was only moderate, indicating a clear gap between awareness and practice. While inclusive and learner-centered strategies were commonly used, the direct integration of sustainability themes and SDG-related targets was inconsistent. Limited institutional support, insufficient professional development opportunities, and curriculum constraints emerged as the most significant challenges. Despite these challenges, lecturers reported a strong willingness to engage in training and showed a clear intention to expand SDG in future practice. The study concludes that EFL lecturers are motivated and prepared ethically to support SDG. However, effective and sustained implementation needs higher institutional support, targeted professional development, and supportive policy frameworks. The findings highlight the important promoting role of language education in promoting quality, inclusive, and globally oriented higher education.  
The Anatomy of Governance Breakdown: Rethinking Authority and Regulation in Fragile Contexts Atia, Abdulrauf; Alatrish, Entisar
LAW & PASS: International Journal of Law, Public Administration and Social Studies Vol. 3 No. 1 (2026): April
Publisher : PT. Multidisciplinary Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/lawpass.v3i1.114

Abstract

Contemporary governance is increasingly challenged by conditions of fragility, instability, and institutional fragmentation. This article examines governance breakdown as a multidimensional phenomenon that extends beyond institutional failure, focusing on the interplay between authority, regulation, and social legitimacy in fragile contexts. Using a qualitative and conceptual approach grounded in interdisciplinary literature, the study explores how governance systems operate when state authority is fragmented, legal frameworks are pluralistic, and administrative practices are weakened. The findings reveal that governance breakdown is characterized by overlapping and competing sources of authority, disrupted regulatory coherence, contested social values, and ineffective administrative mechanisms. Rather than indicating the absence of governance, these conditions reflect a reconfiguration of governance processes under structural constraints. The study contributes to the literature by reconceptualizing governance breakdown as an analytical framework for understanding the limits of conventional governance models. It highlights that effective governance depends not only on formal legal structures but also on their alignment with social legitimacy and their implementation through functional administrative practices. The article further emphasizes the need for adaptive, context-sensitive governance approaches capable of addressing normative diversity and institutional complexity in fragile environments.
Co-Authors Abouzied, Abdulghani Alfallah, Bushra Alouzi, Khuloud Alshineeti, Aml Atia, Abdulrauf Elbi, Mohamed Omran, Sara