Integrating Education for Sustainable Development into English for Computer Science: Students and Lectures’ Perspectives

Abstract

Integrating Education for Sustainable Development (ESD) into English for Computer Science (ECS) within higher learning institutions remains relatively new. This study investigates students' and lecturers' perspectives on the integration. It was through the survey of 54 students and the interview with three ECS lecturers from a higher institution of education in Indonesia that captured the stakeholders' opinions regarding the integration of ESD into ECS. The survey revealed that most students and lecturers were in support of integrating ESD. The study employed a survey method using questionnaires that measured different items like 1) awareness and acceptance, 2) effective and convenient communication, 3) motivation and attention, 4) engagement, and 5) career preparation. Meanwhile, interviews cover 1) understanding of ESD integration, 2) recognized knowledge and skills, 3) benefits and drawbacks of integration; 4) teaching strategies; and 5) resources and support. The study examines all those indicators of making ECS more relevant to students' needs and contributing towards a more sustainable English teaching and learning. In this respect, integrating ESD into ECS is a multifarious and evolving procedure that will, when completed, make students better equipped to develop sustainable futures by giving them the knowledge and skills that they need for such an endeavor. This research represents a relevant baseline for those universities and colleges that aim to introduce ESD within their ECS curricula.