Abstract

Societies of the modern world face pressing global challenges like climate change, resource scarcity, and poverty. ESD is viewed as a transformative tool that enables individuals to address these issues, making sustainable living possible for all. This study aims to understand how proficiency in English can contribute to advancing the SDGs by empowering individuals to participate in global discussions, access critical information, and collaborate on problem-solving initiatives. The study employed QCA as the primary method to explore EFL teachers' views and understanding of Education for Sustainable Development. The overall results indicate that the teachers’ responses highlight a nuanced understanding of the relationship between English language proficiency and sustainable development. While there is recognition of the potential for English education to facilitate greater awareness of sustainability issues, significant challenges remain in terms of implementation and teacher training.