The purpose of this study is to examine the English Language Curriculum of Science and Art Centers (SAC) in line with the Sustainable Development Goals. These goals are defined as Quality Education, Gender Equality, Reduced Inequalities, and Partnerships for the Goals. The research was designed according to a qualitative design and was conducted using the document analysis method. The data source is the SAC English Language Curriculum published by the Ministry of National Education in 2024. According to the findings, the outcomes that align with the Quality Education goal support students' student-centered learning, productivity, communication, and critical thinking skills. However, the limited coverage of the Gender Equality and Reduced Inequalities goals in terms of content and representation creates a gap in the program's inclusiveness. The Partnerships for Goals objective is more prevalent in higher-level modules and is not evenly distributed throughout the program. Based on these findings, it is recommended that the SAC English language curriculum be integrated into the Sustainable Development Goals in a more systematic and holistic manner. In particular, the use of inclusive language, the introduction of social equality themes from an early age, and the incorporation of environmental awareness into all modules will increase both the pedagogical and ethical strength of the program. Enriching the SAC English language curriculum with content and pedagogical structures that further support the themes of international cooperation and global partnerships will provide an important opportunity to develop students' competencies in global citizenship, multicultural communication, and partnership-focused cooperation, which are among the 21st-century skills.
Hayriye Torunoğlu (Thu,) studied this question.