INTEGRATING SUSTAINABILITY INTO ESP PEDAGOGY: A CASE STUDY WITH ENGINEERING TECHNOLOGY UNDERGRADUATES AT THE UNIVERSITY OF KELANIYA, SRI LANKA
P.G.R.Y. Gamage*
Department of Applied Computing, Faculty of Computing and Technology, University of Kelaniya, Kelaniya, Sri Lanka
Session: Technical Session D
Abstract
In the context of global environmental concerns and the Sustainable Development Goals (SDGs), engineering education must equip undergraduates not only with technical knowledge but also with the ability to communicate sustainability concepts effectively. English for Specific Purposes (ESP), particularly within STEM education, plays a pivotal role in developing such competence. This study examined how the ESP module, DELT 33212-English for Professional Purposes offered to third-year Engineering Technology undergraduates at the Faculty of Computing and Technology, University of Kelaniya, could be redesigned to integrate sustainability-focused content. The study was conducted over six weeks and involved 35 third-year Engineering Technology undergraduates who had selected specializations and they engaged in targeted ESP tasks, including SDG-aligned technical presentations, green project documentation and reflective writing on eco-conscious engineering. Scaffolded instructional materials, such as guided vocabulary lists and collaborative writing activities, were provided to support learning. Data were collected through pre- and post-intervention questionnaires and focus group interviews. Findings revealed significant improvements in the use of environmental vocabulary, audience-aware communication, ethical framing in technical reports and clarity in sustainability presentations. Qualitative analysis indicated enhanced ethical and environmental awareness, increased confidence in language use and development of reflective and critical thinking skills. While the study was limited by a small sample size, short duration and absence of a control group, it demonstrates the potential of ESP pedagogy to move beyond technical language instruction, promoting responsible communication and ethical engagement with sustainability. The findings have broader implications for ESP curriculum reform, suggesting that sustainability-focused approaches could be adapted across STEM and non-STEM contexts, preparing graduates for the ethical and communicative demands of their professions.
Keywords: engineering technology undergraduates, English for Specific Purposes (ESP), STEM, sustainability
DOI: 10.64752/GVPF4298