Abstract
This particular study aimed at identifying the degree to which sustainable development goals were considered in English Language Textbooks of the secondary stage in Libya from teachers' perspective. The English Language curriculum consists of three main textbooks one for each stage. English for Libya Secondary 1 course and work book. English for Libya Secondary 2 course and work book. English for Libya Secondary 3 course and work book. English for Libya Secondary 3 course and work book. The study adopted the descriptive approach and the questionnaire was used as an instrument for data collection. The study included (13) secondary schools in the area of Eign Zara in the city of Tripoli / Libya. The questionnaire was answered by about 71 secondary school teachers who teaches English Language curricula at the secondary schools. The results of the study revealed that the contribution of English Language Textbooks of the secondary stage in achieving sustainable development from teachers' perspective in most of the three dimension items was of little degree in terms of dominant response and all means of items except two items less than the adopted mean of the study. The results of the study also showed no statistical significance among teachers grades on sustainable development in the three dimension; the economic, environmental or social and the total grade according to the year of teaching variable (the level the teacher is teaching now) in which the (F) value in the economic dimension was (0. 507) and the environmental dimension was (0. 299) and the social dimension was (0. 377) and the total degree was (0. 620) and all the values are statistically different from secondary school teachers prospective. The study also showed no statistical significance among teachers grades on sustainable development in the three dimension; the economic, environmental or social and the total grade according to years of experience variable in which the (F) value in the economic dimension was (0. 612) and the environmental dimension was (0. 378) and the social dimension was (0. 542) and the total degree was (0. 669) and all the values are not statistically significant which means that there is no differences in terms of experience years variable. Based on the results, the study came out with several recommendations, including: Calling on educational institutions to focus on the English Language curricula to highlight the role of sustainable development goals to make students aware of the importance of sustainable development goals and targets