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This study delves into how adult learning theory and practice, known as andragogy, can drive sustainable development in educational settings. Within the realm of adult education, the focus lies on how andragogy can contribute to accomplishing the United Nations’ Sustainable Development Goals (SDGs). Specifically targeting SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 13 (Climate Action), and SDG 12 (Responsible Consumption and Production), this study seeks to explore the implementation of andragogical principles like experiential learning, self-directed learning, and practical application in real-world settings. Since motivation is an underlying force in learners’ success, providing sufficient motivation to the learners so much so that they get more involved in various types of sustainable practices and efforts to obtain global sustainable competence is inevitable. This goal is to be achieved through concentration on the notion of andragogy, or adult education which paves the way for learners to become experts in environmental safekeeping, and to get better career opportunities which all can lead to being known as a lifelong learner in any field. One vital significance of maintaining sustainable development in education requires considering the approaches and underlying principles of andragogy in education in general and ELT in particular. The theoretical framework of this study aims to highlight the fact that the future of education can be more promising and sustainable as long as andragogy prerequisites and its pragmatic applications are put into practice in educational settings. To achieve these goals, this paper suggests that appropriate and pertinent frameworks and instructions should be deployed regarding andragogy with a reflection on sustainable development. As the last remark, the necessity of encompassing the crucial impact of andragogy in the methods and techniques of English Language Teaching (ELT) as a tool to propagate and achieve sustainable development goals should not be neglected.

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A Connection Between the Sustainable Development Goals (SDGs) and the Value of Andragogy in Education and ELT

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  • 发表日期：

    2025年

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  • Rami Oweis,
  • Safoura Navari,
  • Salsabil El Kamili,
  • Ahmed Al Mata’ni

摘要

This study delves into how adult learning theory and practice, known as andragogy, can drive sustainable development in educational settings. Within the realm of adult education, the focus lies on how andragogy can contribute to accomplishing the United Nations’ Sustainable Development Goals (SDGs). Specifically targeting SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 13 (Climate Action), and SDG 12 (Responsible Consumption and Production), this study seeks to explore the implementation of andragogical principles like experiential learning, self-directed learning, and practical application in real-world settings. Since motivation is an underlying force in learners’ success, providing sufficient motivation to the learners so much so that they get more involved in various types of sustainable practices and efforts to obtain global sustainable competence is inevitable. This goal is to be achieved through concentration on the notion of andragogy, or adult education which paves the way for learners to become experts in environmental safekeeping, and to get better career opportunities which all can lead to being known as a lifelong learner in any field. One vital significance of maintaining sustainable development in education requires considering the approaches and underlying principles of andragogy in education in general and ELT in particular. The theoretical framework of this study aims to highlight the fact that the future of education can be more promising and sustainable as long as andragogy prerequisites and its pragmatic applications are put into practice in educational settings. To achieve these goals, this paper suggests that appropriate and pertinent frameworks and instructions should be deployed regarding andragogy with a reflection on sustainable development. As the last remark, the necessity of encompassing the crucial impact of andragogy in the methods and techniques of English Language Teaching (ELT) as a tool to propagate and achieve sustainable development goals should not be neglected.