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All Journal English Focus: Journal of English Language Education Cigarskruie
Elbi, Mohamed
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Religion Education Languange, Linguistic, Communication & Media

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Lecturers’ Perceptions of Integrating Islamic Environmental Ethics into Sustainability Education Hasan, Laylay; Omar, Zaynab; Elhaj, Karima; Atia, Abdulrauf; Alatrish, Entisar; Alsaeh, Fatima; Elbi, Mohamed
Cigarskruie: Journal of Educational and Islamic Research Vol. 3 No. 1 (2025): September
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/cigarskruie.v3i1.466

Abstract

This study examines lecturers’ perceptions of integrating Islamic environmental ethics in sustainability education in Libyan higher education institutions. Using a mixed-methods design, survey data were collected from 150 lecturers at the University of Zawia using a 21item questionnaire covering conceptual understanding, perceived importance, teaching practices, perceived outcomes, institutional support, and challenges/professional needs. Semi-structured interviews with 10 lecturers were conducted to contextualize and explain the quantitative patterns. Quantitative findings showed strong support to the conceptual coherence and importance of Islamic environmental ethics for sustainability education, with high perceived student outcomes, but only moderate levels of reported teaching practices. Institutional support received the lowest ratings and showed high variability, while professional development and time constraints emerged as notable needs. Qualitative themes indicated that lecturers commonly anchor sustainability in Islamic concepts such as khilafah (stewardship), amanah (trust), mizan (balance), and harm prevention, and report higher student engagement when sustainability is framed as moral accountability and identity-consistent learning. However, implementation was constrained by limited structured programs, scarce teaching materials, lack of locally grounded Libyan case resources, and challenges in assessing ethical learning outcomes. The study suggests implementation pathway from ethical integration to pedagogical translation and institutional enabling conditions, offering implications for curriculum design, staff development, and policy to support scalable integration in Libyan universities.
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.  
Co-Authors Abouzied, Abdulghani Alatrish, Entisar Alfallah, Bushra Alouzi, Khuloud Alsaeh, Fatima Alshineeti, Aml Atia, Abdulrauf Elhaj, Karima Hasan, Laylay Omar, Zaynab Omran, Sara