VietTESOL International Convention 2025

This qualitative research focuses on the experiences of three EFL teachers at the tertiary level, each with more than ten years of experience in the Mekong Delta of Vietnam incorporating Climate Change themes into speaking activities. Through semi-interviews, the research analyzed teachers’ pedagogical practices, instructional resources, learners’ participation, and their perceived difficulties. Instructors utilized community concerns like the usage of flood and pollution themes to boost students’ interest and stimulation to speak. Interactive teaching methods like debates, role-plays, and project-based learning promoted activation and problem-solving skills. Teaching documents involved videos, articles, and basic-level contextualized materials from UNESCO (2017) and IPCC(2021). Challenges comprised restricted localized supplies, complicated terms, and initial students’objection. Instructors adjusted their language to be accessible and modified activities based on learners’ proficiency. Despite early varied reactions, students step-by-step enhanced their confidence and anticipation. Lecturers also illustrated a scheme for future professional development and a wider range of teaching materials to strengthen future instructional activities. Embedded Climate Change concepts bettered learners’ speaking skills and increased awareness of regional and global environmental matters. The findings back up the framework of Education for Sustainable Development (Tilbury, 2011) and highlight the functions of EFL teachers as facilitators of global community membership (Shao & Tsai, 2020). These perspectives constitute a platform for supporting Sustainable Development Goals in EFL teaching and learning. Recommendations for future research should focus on students' critical thinking and speaking skills, as well as the specific methods for measuring the integration of Sustainable Development Goals in education.