ABSTRACT
This study explores lecturers’ and teaching staff's understanding of integrating sustainability principles into the curriculum and identifies the challenges and opportunities encountered during implementation. A qualitative research design with a case study approach was employed, with data collected through in-depth interviews and focus group discussions. The findings reveal that stakeholders generally understand the Sustainable Development Goals (SDGs) and recognise the importance of integrating them into Arabic language education to enhance linguistic skills, global awareness, and social responsibility. However, the integration of SDGs into Arabic language education in Indonesia remains in its early stages. Key challenges include limited teaching resources, insufficient time allocated in the syllabus, and resistance from some lecturers towards adopting new approaches. Despite these challenges, the integration offers significant opportunities, such as improving graduates’ language proficiency, fostering their social responsibility, and nurturing a global mindset. These outcomes align with the broader objectives of sustainable development, emphasising the need for continued support, capacity-building, and collaboration among stakeholders to embed SDG principles into Arabic language education successfully.
