Speaker
Description
This systematic review synthesises empirical and conceptual scholarship published between 2015 and June 2025 on how teacher autonomy facilitates the integration of the United Nations Sustainable Development Goals (SDGs) in English-as-a-Foreign-Language (EFL) higher-education contexts. The evidence from recent studies indicates that autonomous teachers advance SDG-aligned pedagogy through three intersecting mechanisms: (1) curriculum co-design that embeds SDG-themed tasks and authentic assessments, (2) reflective instructional decision-making supported by collegial and institutional trust, and (3) strategic use of digital tools to scaffold student engagement with global issues. Nevertheless, limited sample sizes and a predominance of qualitative case studies constrain generalisability. This review highlights a pressing need for mixed-methods research and policy frameworks that nurture autonomy to mainstream SDGs across university EFL programmes.
Biography
Ms. Le Hoang Nhi An is a lecturer at Ho Chi Minh City University of Economics and Finance. Her research focuses on intercultural communication and education for sustainable development, exploring ways to integrate cultural understanding and sustainability principles into teaching and learning.
Ms. Ngo Nguyen Thien Duyen is currently a lecturer at Ho Chi Minh
City University of Economics and Finance. She has published articles in local and international journals. Her research interests include learner autonomy, teacher professional development, and assessment practice.
