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All Journal English Focus: Journal of English Language Education Journal of English Development
Omran, Sara
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Education Languange, Linguistic, Communication & Media

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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.  
EFL University Lecturers’ Perceptions of AI and Critical Thinking: Opportunities, Boundaries, and Assessment Dilemmas Alouzi, Khuloud; Ibrahim, DafaAllah; Omran, Sara; Aladi, Salem; Ahmed, Ahmed Hamid
Journal of English Development Vol. 6 No. 1 (2026): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v6i1.7376

Abstract

This study explored EFL university lecturers’ perceptions of generative AI in relation to critical thinking, focusing on perceived opportunities, acceptable-use boundaries, and assessment dilemmas at the University of Zawia, Libya. A mixed-methods descriptive design was used, combining a questionnaire (N = 70) and semi-structured interviews (n = 10). Survey results showed moderate endorsement of AI opportunities for supporting critical thinking (M = 3.93, SD = 1.08), especially for language and comprehension support (M = 4.23, SD = 0.97) and higher-order question generation (M = 4.03, SD = 1.05). However, lecturers strongly emphasized boundaries for acceptable AI use (M = 4.42, SD = 0.89), particularly the need for an institutional policy (M = 4.60, SD = 0.73) and disclosure of AI use (M = 4.49, SD = 0.86). Assessment dilemmas were high (M = 4.17, SD = 0.98), with strongest concern about plagiarism/patchwriting risks (M = 4.40, SD = 0.84) and difficulty judging students’ own critical thinking (M = 4.24, SD = 0.97). Interview findings reinforced a “benefit–boundary tension,” highlighting preference for assessment redesign (in-class writing, oral defense, and process portfolios) over detection-based policing. The study recommends regulated-use guidance, staff training, and student integrity support.
Co-Authors Abouzied, Abdulghani Ahmed, Ahmed Hamid Aladi, Salem Alatrish, Entisar Alfallah, Bushra Alouzi, Khuloud Alshineeti, Aml Elbi, Mohamed Ibrahim, DafaAllah