This article addresses the need to propose alternatives to the current teaching methodology in English as a Foreign Language (EFL) instruction at the secondary school level. It also holds the promise of significantly improving students’ learning experience, instilling a sense of hope and optimism. In this case, an implementation that utilizes the Inquiry-based learning (IBL) approach to encourage and motivate students to learn EFL is proposed. The thematic focus on the Sustainable Development Goals (SDGs), namely SDG 3, plays a crucial role in fostering students’ Citizenship Competence, inspiring and motivating them to be active global citizens, thereby instilling a sense of purpose and direction in their learning journey.

This didactic implementation arose for two main reasons. The first one is the pressing issue of the growing disconnection that secondary school students in Spain have with the English language and, consequently, with EFL classes. Therefore, we tried a method, IBL, to make students active participants in their learning process. Additionally, we worked on various crucial cross-curricular topics due to the new competencies added to the Spanish secondary education curriculum. Among these, the topic of the SDGs was particularly noteworthy due to its practical application and the urgent need to address it, given the current state of our planet and society. Ultimately, the advantages of both this teaching methodology and this thematic axis were explored to work on the citizenship and learning-to-learn competencies, new additions to the Spanish secondary education curriculum.

This paper is also based on the observations made of the educational reality the authors had the chance to live in their internship. The belief that students attend school out of genuine interest rather than obligation seems out of a utopic book. Today’s secondary students belong to a generation with access to new technologies and constant information overload. Consequently, traditional textbook-based lessons are challenging for them to follow and implement for us teachers. Therefore, this paper introduces the IBL approach, using relevant topics in our current society, such as the SDGs, to foster Learning-to-Learn and Citizenship Competencies. The recent Spanish educational law, the LOMLOE reform, highlights that, while curriculum content is essential, it is insufficient for the demands of 21st-century society, thus advocating for cross-curricular topics such as the Agenda 2030. Students must develop critical thinking, problem-solving, and collaborative skills in all subjects, including EFL. To achieve this, a methodological shift is necessary to ensure students become active agents in their learning process. Therefore, this project arises from classroom observations considering students’ and teachers’ perspectives.

This study is a valuable contribution to learning EFL in secondary education, as it explores and evaluates the effectiveness of innovative and alternative teaching approaches to engage students in their educational journey. Moreover, this investigation also encourages further research about different pedagogical methodologies that could benefit other secondary school teachers. As described by Unesco (2014), young people are the future of our country, and thus, it is of the utmost importance to provide them with the necessary tools to tackle current global issues. Therefore, using the Agenda 2030 is not only a necessity but an obligation for Spanish teachers, as it is established as a thematic focus within Citizenship Competence in the LOMLOE: Organic Law 3/2020, of December 29, amending Organic Law 2/2006, of May 3, on Education (BOE, 2020).

This article aims to design and implement a didactic proposal in an EFL class based on the IBL methodology and to enhance students’ motivation to work on Personal, Social, and Learning-to-Learn competence. Secondly, it is essential to encourage EFL students to work on citizenship competence (CC), targeting content related to the SDGs, namely SDG 3: Good health and well-being.

Considering the information above, two research questions were set as the starting point of this dissertation: 1. Can students’ autonomy and motivation be enhanced by using IBL and interactive activities in EFL classes? 2. Can students’ involvement in the EFL class be increased by including content related to SDGs?

Additionally, during the creation of the implementation, two specific objectives were considered: (1) to determine whether IBL would prove to be an effective teaching method in a Spanish secondary school classroom, observing its impact on students’ motivation and learning outcomes. (2) To explore the potential connections between IBL and Agenda 2030, particularly how IBL could integrate the aims and topics of the SDGs now that they are compulsory cross-curricular topics that should be tackled during the secondary school trajectory.

For all these reasons, it was decided to implement a didactic sequence about SDGs in a 4th year ESO class at a state secondary school in Valencia, Spain. This implementation consisted of three sessions corresponding to two cycles of IBL, known as Inquiry Cycles. The proposal included an introduction to the SDGs and IBL, which involved a small group research activity on the Agenda 2030. Afterward, a proper IBL group research was implemented on the arguments for and against video games and their subsequent debate. This was related to mental health and, thus, to SDG 3: Good Health and Well-Being.

IBL is a pedagogical approach deeply rooted in the constructivist theories of scholars such as Lev Vygotsky, Jean Piaget, and John Dewey (Berg & Simonson, 2024). The letter stated that “learning is best accomplished by having children perform tasks rather than memorize facts” (Berg & Simonson, 2024, para. 11). This perspective later contributed to the idea that genuine knowledge arises from experiential learning, which is the central tenet of constructivism. All of this aligns closely with the core principle of the IBL approach, which is “focused on students building their own knowledge through critical interactions with their environment” (Alcantud-Díaz & Lloret-Catalá, 2023; Becker et al., 2020; Chang et al., 2016; Gokalp & Can 2022; Wale & Bishaw, 2020). Concretely, IBL was initially introduced in STEAM subjects (science, technology, engineering, arts, and maths) since it heavily relies on the scientific method: The primary goal is for students to pose questions or inquiries -hence its name-and to investigate the answers and analyze the information subsequently gathered, thereby actively and autonomously constructing their knowledge (Alcantud-Díaz & Lloret-Catalá, 2023, p. 4). Nevertheless, in recent years, there has been a trend towards using IBL in language learning, particularly in the instruction of second and foreign languages. Two of the main reasons are that it facilitates working with the different linguistic components such as vocabulary, grammar, and syntax, thereby enhancing both the learning and teaching processes related to language acquisition (Alameddine & Ahwal, 2016; Alcantud-Díaz & Lloret-Catalá, 2023); and that it promotes creativity, autonomous discovery and encourages reflection, which aligns with the pedagogical demands of the second language and foreign language learning instruction (Lee, 2014).

Moreover, IBLs possess the capacity to create a communicative learning environment among students. The main driver of the approach is the questions posed by the teacher and the learners (Alcantud-Díaz & Lloret-Catalá, 2023, p. 3). The goal of IBL is not just finding the correct answers but also actively engaging with a community of learners where everyone can learn from each other (Kuhlthau et al., 2007, p. 133). Thus, this approach encourages students to learn by collaborating and developing curiosity (Kuhlthau et al., 2007, p. 133). Likewise, it is essential to highlight that a prominent attribute of IBL lies in placing the student as an active agent of their knowledge. This helps them learn meaningfully using materials and situations grounded in real-world contexts, enhancing their motivation (Ludwig, 2021, p. 72).

Nonetheless, although this approach prioritizes the agency of the learner, teachers play an active role in cultivating a culture of inquiry, guiding learners, and providing necessary resources (Dobber et al., 2017, p. 204, as cited in Ludwig, 2021, p. 72). As Cotton (1988) stated, teachers should also supervise the inquiry process, offering guidance and feedback to support the students’ progress (p. 2). That being so, IBL enriches learners’ educational journey and equips them with essential skills such as evidence-based reasoning and problem-solving. These skills are crucial for navigating today’s complex society, especially regarding sustainability issues and other challenges caused by technological advancement, such as misinformation and fake news (Ludwig, 2021, p. 73).

Notably, IBL involves concrete phases, making it easy to apply in the EFL classroom, as it has been done in the didactic proposal described in this paper. Although there is no common consensus on the number of phases or steps in this approach, unanimity prevails regarding the core content. A good example that summarizes it ideally would be the one described by Ludwig (2021, p. 72):

To open a field of awareness (spark curiosity in learners if they have questions or are not yet aware).

In turn, Pedaste et al. (2015) presented another perspective on the inquiry cycle by proposing the following stages: activating prior knowledge (Orientation), questioning and hypothesis building (Conceptualization), researching information, testing the hypothesis-reformulating it if need be-and result interpretation (Investigation), conclusions (Conclusion), and reflection (Discussion).

Both models show that IBL functions cyclically. Consequently, the inquiry and knowledge acquisition process raise more questions and investigates topics related to the explored subject. Figure 1 below shows the IBL cycle proposed by the OWIS Communications Team (2020), who segmented the research into three stages: Finding out, sorting, and going further. In addition, they add a 6th phase in which acting and inquiring further about similar topics is incentivized:

Figure 1

The Agenda 2030 comprises seventeen objectives to be implemented before that designated year. All member states of the United Nations have collectively embraced these goals since 2015. According to the official website of the UN, it is delineated as follows:

These objectives (see Figure 2 above) can be studied as cross-curricular topics since they are essential in our society. As contemplated by the Education for Sustainable Development (ESD), they should be integrated into many subjects across primary, secondary, and higher education, given that achieving the targets of the Agenda 2030 requires inculcating these values in children from an early age. This early exposure builds the basis for creating a generation equipped with the awareness and commitment needed to address global challenges effectively. Right now, this action plan from the educational sphere is ambitious yet promising in terms of global prosperity and sustainability (United Nations, 2015). Moreover, as Unesco (2014) envisions, education is increasingly focusing on values education rather than academic knowledge.

Figure 2

According to Wals et al. (2017), EDS has been categorized under “education in relation to people and planet” (p. 74) and, thus, a recent addition to educational initiatives. This suggests that ESD serves as a suitable mechanism for mixing a better understanding of the Sustainable Development Goals with their integration into higher education subjects, as stated by Unesco:

Considering this, it is not surprising that the LOMLOE (BOE, 2020) provided a legal framework for the Agenda 2030 topics, including them as cross-curricular content in the secondary and baccalaureate stages. This has made the SDGs a valuable cross-curricular basic knowledge in most subjects of Spanish secondary education since they can include “[…] Real-world issues such as poverty, hunger, health and well-being, education, gender equality, clean water and energy, climate change, inequalities, decent work, innovation, responsible consumption, peace and justice, that is, the SDGs scope of action” (Alcantud-Díaz & Lloret-Catalá, 2023, p. 3).

Furthermore, to educate on sustainability, educators must consider the concept of “sustainable literacy,” as defined by Stibbe and Luna (2009). This term includes essential skills, attitudes, competencies, dispositions, and values for navigating the challenges of our changing world (Stibbe & Luna, 2009, pp. 10-11). Sustainable literacy holds particular significance around education, emphasizing the importance of integrating themes related to actual environmental and social issues across the different school subjects (Ludwig, 2021, p. 70). One of the areas where this can be addressed is language learning, particularly in the case of EFL. This is because foreign language learning opens a wide range of possibilities in which any current topic can be combined with specific language knowledge, creating a meaningful learning context.

According to Alcantud-Díaz, M., and Lloret-Catalá (2023), incorporating Interdisciplinary IBL into teaching SDGs in the EFL classroom can enhance authentic and meaningful learning experiences (p. 3). This is supported by Alghamdi and El-Hassan (2020), who emphasize that authentic learning is strengthened when interdisciplinary contextualization is integrated with IBL (p. 126). In addition, as the Science Learning Hub (2017) mentions, “when used effectively, it increases student agency in learning and can strengthen authentic connections to the world around them” (para. 4), in which the effectiveness of IBL is highlighted regarding sustainability matters. (p.125).

In turn, Lee Baraquia (2018) introduced the concept of “interdisciplinary contextualization,” in which the importance of educators situating lessons within socio-cultural and historical contexts of learners’ real lives is emphasized (p. 54). Doing so makes students more likely to retain information because it holds personal significance. Furthermore, he recommends combining interdisciplinary contextualization with IBL since it ensures that learners have the opportunity “to make connections, draw conclusions or generalizations, explore and work cooperatively, discuss and debate, express knowledge in a variety of ways, and use multiple intelligences” (Baraquia, 2018, p. 54). As mentioned earlier, EFL classes provide a suitable setting for this, as these topics can be addressed and used to motivate students to engage in conversations and reflections, thus also working on developing Communicative Competence.

This methodological and thematic combination has already been tested across diverse classrooms in various countries, facilitated by educators of different academic disciplines. A common conclusion among these studies is the recognition that, except for different modifications that must be made to suit specific contextual nuances, IBL works effectively when integrating cross-curricular themes such as sustainability into different subjects. For instance, Ludwig (2021) tackles the topics of e-waste and sustainability through an IBL approach, allowing students to independently explore and learn these pertinent real-world issues (pp. 70-71). Furthermore, he emphasizes that education about sustainability prioritizes learning over teaching. This shift, the core principle of IBL, allows for a departure from the instructor’s preferences, empowering learners to explore personal interests, which is crucial, considering that technological advancements are present in their realities (p. 71).

Similarly, Govender and Pillay (2022) prove that utilizing IBL in urban ecological studies offers an optimal environment for students to engage with real-life material. Thus, through observation and theoretical connections, students can formulate deductions and recommendations, fostering the development of research skills. Furthermore, according to them, SDGs are better understood when students participate actively and propose solutions to real challenges. That is why this theme works well when included in an IBL approach to teaching. Ultimately, Alghamdi and El-Hassan (2020) address introducing the sustainability theme at a university in Saudi Arabia, underscoring the significant acceptance of this approach by Pre-Service Teachers (PST). Completing the research task heightened their understanding of the localized impacts of climate change, fostering a more profound awareness among participants. To be more specific, they confirmed that they felt engaged in investigation, exploration, and research, enabling them to delve into the subject matter extensively (p. 135). They also highlighted that “teacher education programs should orient all PSTs to IBL from the interdisciplinary contextualization perspective” (p. 135).

Concerning the value of IBL in EFL classes, a study conducted in 2020 by Banquet Galindo and Urrea Arcila confirms the effectiveness of IBL in an EFL class since this approach promotes active participation in classes, the development of critical thinking, alongside communicative competence, and fosters students’ autonomous learning. Additionally, it is beneficial when dealing with oral skills, even if the level of English is low, due to its engaging nature.

In summary, working with sustainability-related themes reinforces necessary skills in our current society, such as a critical attitude towards global issues and problem-solving ability. For all these reasons, it is considered essential to incorporate these cross-curricular topics in educational institutions as soon as possible and from an active perspective, as these are necessary to navigate 21st-century society.

The didactic sequence implemented for this study occurred over one week at a Spanish secondary school. The chosen group was a 4th ESO class, which had 19 students. Demographically speaking, all of them were born in Spain. Thus, their English learning journeys were practically similar during their educational trajectories. Furthermore, that group had a good level of English, with around 4-5 students whose English proficiency exceeded the class level and only three whose English proficiency fell below the expected level.

A key focus of the lesson plan was the urgency of addressing the state of our planet’s environmental condition and humanity’s well-being. Considering this, the most fitting option was SDGs, precisely SDG number 3: “Health and Well Being.” Moreover, this topic is fascinating to explore with 4th-year ESO students, as it encourages them to reflect on mental health -which is an especially significant subject during the teenage years.

The chosen methodology, IBL, combined with the SDG-based topic would be particularly compelling for students, given that both are relatively new in the educational paradigm. Thus, the intention was to assess first-hand whether IBL could effectively teach foreign languages such as English, fostering reflection about global issues.

The didactic proposal described further on, in order to harmonize with the primary and secondary objectives of the present article, was designed under the following principles: First and foremost, to observe the IBL functionality in a real didactic space with learners aged between 15 and 17. Secondly, to demonstrate whether SDG topics could be efficaciously understood using a didactic sequence. Then, to assess the topic’s compatibility with the chosen method. Additionally, to determine if the students were interested in learning more about the policies enacted by the United Nations to address the ongoing environmental issues and prevent further harm.

Since the implementation was conducted at a Spanish secondary school, Decree 107/2022 (DOGV, 2022), which is an autonomous law that regulates the bases of secondary school, was considered in developing the didactic proposal, highlighting the SDGs’ importance, especially around EFL. The SDGs are a crucial part of the educational curriculum of secondary education and baccalaureate in Spain, given that the Decree above 107/2022 has given a legal framework to SDGs for the first time in the history of Education (Alcantud-Díaz & Lloret-Catalá, 2023; García Vaquero & Alcantud-Díaz, 2023). In addition, this Decree has established that SDGs are indispensable in the second purpose of the stage: “The curriculum development of this stage must […] educate critical and committed individuals about the improvement of their environment and achievement of a sustainable future for all by the Sustainable Development Goals.” (p. 9).

This is also deeply linked to the sixth pedagogical principle set out in the same Decree (DOGV, 2022), which again emphasizes the need to educate in global awareness: “Democratic citizenship and global awareness will be promoted across all subjects or fields.” (p. 11). Moreover, in this Decree about Compulsory Secondary Education, sustainability matters and SDGs are recognized as cross-curricular topics in almost every subject. Finally, SDGs are contemplated within the Citizenship competence (CC), which again stresses the need to educate critically to achieve a sustainable future (pp. 628, 650). This is also covered similarly in Decree 108/2022 of the Baccalaureate curriculum (DOGV, 2022), strongly advising to use it as a thematic thread in learning situations (p. 1449).

Similarly, the Royal Decree 217/2022 (BOE, 2022) specifies that, concretely in the Foreign Language Subject, emphasis must be placed both on educating about the challenges of the times in which we live and making students feel in charge of their learning journey:

This reinforces the idea that the SDGs are needed in the English as a Foreign Language (EFL) classes and underpins that learners must be active agents, as proposed in approaches such as Inquiry-based learning.

The activities designed and materials chosen for the three sessions, in which the didactic proposal was divided, will be described in-depth. It should be noted that each of the sessions lasted 55 minutes in total. It is also worth highlighting that during the implementation, the phases of the Inquiry Cycle described by Pedaste et al. in 2015 were considered. As previously mentioned, these phases include Orientation, Conceptualization, Investigation, Conclusions, and Discussion. Additionally, a similar definition by the OWIS Communications Team (2020) was also considered, which includes “taking action” as the final stage that helps to discover a new field of research. Figure 3 below shows an explanatory image of the number of cycles per session and the parts of the Inquiry Cycle that were addressed in each:

Figure 3

The first session was an introductory lesson on SDGs. This opened the first Inquiry Cycle about the SDGs in general, which is comprised of just one session to set the ground for the upcoming ones. To do this, students were shown comics from a website called World’s Largest Lesson, which, in collaboration with Unicef and Unesco, published one-page cartoon comics for each Sustainable Development Goal. This refers to the Inquiry Cycle phase, which consists of activating prior knowledge and is called “Orientation” (Pedaste et al., 2015). This visual resource made it easier to understand the complexity of some of the goals. After showing them, the researchers prompted the participants to share insights about Agenda 2030 using the provided materials. This was an Inquiry-based activity linked to what Pedaste et al. (2015) would define as the “Conceptualization” phase of the cycle, in which the students questioned and raised hypotheses about the topic given.

As the knowledge achieved through the previous activity was very general, a task in which the characteristics of each SDG had to be explained was carried out so they could be better analyzed. To do this, students were divided into work groups, as this fosters communication and the search for information. Each group was assigned a certain number of SDGs, the characteristics they had to look for on the internet. Students could use one mobile per group to ensure they were not distracted and did their assigned work. Finally, the students chose a spokesperson and presented the work done. This activity was also within the lines of IBL, as it required students to seek information independently without the teacher’s guidance and subsequently present their findings to the rest of the class so that that research nourished everyone. Thus, the first part of this activity corresponds to the third stage of the Inquiry Cycle, the so-called “Investigation,” and the last part to the “Conclusion” and “Discussion” since the information was shared and reflected upon.

To finish the session, there was a vocabulary comprehension exercise (see Figure 4 below) to consolidate the concepts covered earlier. To achieve this, students were given a handout designed for this didactic proposal with a table that they had to complete, containing key terms found in their textbooks. These vocabulary words were deeply related to some of the objectives of the Agenda 2030, enabling students to learn and reinforce the specific vocabulary in order to acquire it in a way that was meaningful to them.

Figure 4

The second session began with an exercise that served as a preparation to delve into the focal topic of SDG number three: Good health and well-being, which was also the central research theme in the second Inquiry Cycle. It entailed an interactive activity hosted on the Mentimeter platform, specifically a word cloud generated from their answers to the question, “What comes to your mind when I tell you the topic ‘mental health’?”. Students could provide their answers through their mobile devices: They scanned a QR code displayed on the classroom screen and wrote three words responding to the given question. This corresponded to the first part of the Inquiry Cycle, the “Orientation” (see Figure 5 below).

Figure 5

Once the answers to the activity were revealed, they served as a basis for raising questions that made students reflect on mental health, psychology, and other pertinent contemporary issues. This part of the activity is deeply linked to the “Conceptualization” phase of the Inquiry Cycle. After the round of questions and general discussion, students were presented with a video named “Teen Health: Mental Health”, created with H5P¹ on the Lumi platform, which addressed this same topic but focused on the adolescent mind. The video explores subjects such as depression and mental illness detection to raise awareness of the importance of being informed about these issues. During the video, listening comprehension questions appeared to ensure that students remained engaged and attentive (see Figure 6 below).

Figure 6 /

The next exercise was introduced to conclude the session, a debate for and against video games in relation to SDG 3. Students were separated into two groups and provided with “for and against” debate handouts outlining guidelines to aid their independent research. Cooperation with the team was essential in this activity, given that every individual oversaw one of the parts of the debate, and every one of them had to speak since they were all evaluated afterward. To ease the embarrassment that sometimes comes with public speaking, they were also provided with a sheet of useful expressions for introducing, countering, agreeing, and concluding. The rest of the session was dedicated to research, role assignment, and team organization, which correspond to the third stage of the Inquiry Cycle, the “Investigation.”

The initial fifteen minutes of the last session were dedicated to continuing the research activity, followed by the commencement of the debate in front of the teacher, who had a rubric with which to evaluate each group. The debate itself is considered the “Conclusion” and “Discussion” parts of the Inquiry Cycle since the students shared the information they had gathered with their classmates and, thereby, were able to reflect on and discuss it. Once the debate had concluded, the teacher explained the most common or serious errors, considering the level of the students. This feedback was provided anonymously to avoid exposing people who had made mistakes.

To conclude the intervention, the last activity consisted of a video screening in which students engaged in oral comprehension exercises regarding violence in relation to video games, featuring perspectives from various experts. This would have been a supplementary part of the Inquiry Cycle, which OWIS Communications Team (2020) contemplated. This final phase is known as “Action”, and it enables students to take further steps by exploring additional questions related to the main topic, which is beneficial to foster their curiosity. This allowed students to re-examine and synthesize what they had learned during the debate activity, thus completing the IBL cycle.

A mixed-method strategy for the analysis of data was used. Thus, four different data collection tools were used, aiming for great diversity to enhance the accuracy of the collected data (see table 1):

Table 1

The first data collection method employed involved distributing a diagnostic questionnaire via Google Forms. In a class before the sessions to implement the didactic sequence, students were presented with a QR code (see Figure 7 below) to facilitate access to the questionnaire. The questionnaire consisted of eight questions of varied formats: Likert scale, multiple choice, and open-ended. All of them were formulated in the two official languages of the Valencian Community, alongside English, given the subject in question. This was done to facilitate the questionnaire for everyone and thus avoid misunderstandings that could hinder the answers’ veracity.

Figure 7

Do you like English? Why or why not? (Open-ended)

With this variety of questions, the aim was to assess the student’s level and motivation regarding the subject and make a diagnosis before the intervention to determine how much they knew about the topic (SDGs) and the type of exercises related to the methodology that would be employed.

Another assessment method was the evaluation rubric at the end of the implementation of the didactic proposal. This included questions about the level of understanding of the SDGs, the specific vocabulary, the involvement in the information research and teamwork, the quality of their oral interventions, the adherence to the debate expressions, and finally, the motivation and engagement the participants showed throughout the intervention. In each of these sections, a result could be determined according to this scale: needs work (1), sufficient (2), very good (3), or excellent (4). The sum of these variables, about the criteria specified in the rubric, added up to a number that determined the overall score. This score, depending on the sum given, indicated the final performance of the students: 6: Needs work, 7-12: Sufficient, 13-18: Very good, and 19-24: Excellent.

This rubric was designed to make a general assessment for the whole class but was eventually applied individually. The result of this rubric, which has both evaluation criteria and an equivalent numerical mark, constitutes an exemplary method for qualitative and quantitative evaluation. It was used to determine if this specific group achieved the expected linguistic objectives and to numerically contrast their performance with other study subjects or similar studies. The third method of evaluation involved direct observation via a research journal. This informal assessment was composed entirely of the notes that were taken during the classes, covering aspects such as what worked well, what did not, whether the timing was appropriate, if activities required more time, and whether students were following the lesson effectively, including the most common mistakes students committed (see Figure 9 below). Despite their subjective nature, these notes were taken with a highly critical perspective on the implementation. Moreover, they were used to conduct a subsequent SWOT analysis, serving as an evaluation for the entire proposal. To conclude the evaluation section, since the SWOT analysis exhaustively considers all the factors that have contributed to the success or failure of the different parts of the didactic sequence, it seemed reasonable to conduct one as a self-evaluation. As described in the study by Satria and Shahbana (2020), the description of the strengths that contributed to the proposal, the weaknesses that have hindered it, the opportunities that can be generated by it, and the potential threats that could hamper its future implementation with other students constitute a critical and valuable analysis that helps to evaluate the proposal accurately. Therefore, a table structured similarly to the one shown in the study was made.

The questionnaire was conducted via Google Forms and allowed the explanation of the SDGs to be adapted to the student’s current level of knowledge on the topic. Overall, their understanding was good, although they lacked specific knowledge, such as the names of the objectives. Additionally, the second aim of this questionnaire was to assess their relationship with the language and the subject: Most of the answers to the first and foremost question, “Do you like English? Why or why not?” were positive, highlighting reasons such as practical utility, professional opportunities, and facility of learning. Some participants mentioned feeling comfortable and enjoying the language, while the negative responses focused on the difficulty of learning a new language and their poor performance. Mixed responses also indicated a partial understanding of the language or disliking the learning process. Overall, the perception of English was favorable, although some challenges were found in learning it. Furthermore, regarding the questions concerning their future use of the language, students mostly thought it was helpful and highlighted its use on a job or in communicating with others. When asked about their perception of their English proficiency, as shown in Graphic 1 below, 37.5% rated their level as very good, although not excellent. Only 18.8% considered their level to be excellent, while 25% believed it to be average. On the contrary, 18.8% felt their level was not very good, and, on the bright side, no one rated their level as awful.

Graphic 1

Regarding the IBL-related questions, the students’ responses indicate different experiences with this approach. Some have been questioned about the theory before the teacher explained it (see Graphic 2 below), suggesting a teaching practice oriented toward inquiry where students are challenged to think critically. Additionally, most students believe they learn more when they must search for their answers (see Graphic 3 below), supporting the notion that self-directed learning promoted by the IBL approach can be effective. Nevertheless, regarding group work, responses are mixed since some prefer to work individually, while others see benefits in both individual and group work (see Graphic 4 below). This suggests that the inquiry approach may offer opportunities for collaboration but also acknowledges the importance of independent work in the learning process.

Graphics 2

Graphics 3

Graphics 4

Finally, the responses about SDGs show a varied understanding of the topic. Some of the participants had basic knowledge, recognizing them as objectives for 2030 and associating them with poverty, inequality, and environmental issues. Others do not remember any SDGs, but they had heard of them before and understood their general purpose. Nevertheless, some responses indicate a lack of knowledge or confusion about the meaning of SDGs. In summary, the responses indicate that the activation of the prior knowledge phase in the Inquiry Cycle would be shorter since the vast majority were familiar with and understood the primary purpose of the SDGs. It is important to emphasize that out of the 19 people in the class, only 16 answered the questionnaire because they did not have a phone, did not pay attention, or were absent that day. Therefore, the responses to this questionnaire are purely indicative since they are biased due to the lack of cultural and ethnic diversity and the low number of respondents.

Participants were shown comics about the SDGs and asked questions to know what they could remember about them. Thanks to the notes taken in the research journal, which were of great help in the non-assessable oral activities, it can be determined that there was significant participation when doing group discussions and answering questions. Their responses were accurate, mentioning some of the SDGs. However, as already perceived in the questionnaire, the names of the objectives had to be explained one by one to refresh this information. After this, students concluded that these objectives were very ambitious, although functional. In the end, they highlighted SDGs 1 (No Poverty), 5 (Gender equality), and 15 (Life on land) as their favorites and the ones they considered most essential to address, as seen in Figure 8 below:

Figure 8

The students initially seemed lost during the research activity, which was the first phase of investigation in the Inquiry Cycle they faced within the implementation. Conversely, with the help of the supervising teachers, they managed to understand what was expected of them and finally provided good explanations about the SDGs assigned to each group. Except for basic grammar corrections, such as verbal tenses and wrong translations of some words, their discourses met the expectations of their level. It is worth noting that they were encouraged to be creative, so one of the groups even staged a somewhat comedic theatrical representation of SDGs 14 (Life below water) and 15 (Life on land). Apart from being amusing and entertaining, this helped everyone understand these objectives.

Contrary to the previous one, the vocabulary review activity became much more prolonged and denser for them. Less participation and an increase in boredom were noticed, as it involved translating vocabulary. Nonetheless, students followed the explanations successfully because they were encouraged to discuss the translations aloud and correct each other. Many of the words were already familiar to them, and for those that were not, most of them wrote down their meanings on the paper. Eventually, everyone completed the table at their own pace and finished having an adequate study sheet for vocabulary. The following activity, corresponding to the second session, was the Mentimeter word cloud, whose results were fruitful. The responses matched the exercise requirements, except for a few instances where some students tried to be funny. However, this possibility was anticipated because they are teenagers and need to stand out and fit in with the group. Ultimately, the responses led to a very productive debate, which highlighted the importance of taking care of mental health today. Thus, the words “psychology” and “seek help” were the most exciting and significant to them.

The activity that benefited the Conceptualization or hypothesis creation phase of the Inquiry Cycle was the video on Lumi. This video, through easy-to-answer questions, encouraged reflection on more complex mental health topics, such as what to do if you or someone around you has a psychological disorder. The students received this activity well, as videos are highly engaging stimuli, resulting in high participation when answering the questions. Consequently, they managed to answer all the questions correctly together.

Finally, the students started gathering information in groups for the debate for and against using video games for mental health. There were no issues when it came to forming groups, as they divided themselves into heterogeneous groups -boys and girls with different levels of English- based on their own beliefs and actual stances on the debate. The groups were relatively balanced, with those having a higher level of English taking on the more demanding roles and helping their peers with lower levels with the information research and translation. Furthermore, the fact of having to present in front of their classmates incentivized them to do more exhaustive research. This type of cooperative activity following the IBL methodology works very well in heterogeneous groups as it promotes giving and receiving help among classmates, as mentioned by Sánchez i Peris (2010): “The incorporation of cooperative learning in the classroom legitimizes the behaviors of asking for and providing help, thereby enhancing students’ social repertoire with new learning opportunities” (p. 421). As a result, when it came to the debate, everyone could speak and present their arguments in an organized manner, with the help of the teachers who acted as timekeepers and moderators. As Cotton (1988) asserted, teachers are pivotal in IBL as they guide and supervise students, a role confirmed in this activity.

In addition, it is essential to mention that the anonymous verbal corrections of the mistakes made during the debate (see Figure 9 below) were very well received by the students. The mistakes were either grammatical or translation errors, with the prepositions and verbal tenses being the most significant ones. Everyone participated in correcting the errors of their peers or even their own, thereby reviewing the grammatical theory provided throughout the school year.

Figure 9

At the end of the intervention, the evaluation rubric was filled out, which adequately captured all the key aspects necessary for a thorough assessment of the student’s performance. Furthermore, given that this evaluation method encompassed qualitative aspects and assigned numerical values to each criterion to scrutinize it quantitatively, the grades became visually more transparent, comprehensible, and more analyzable in numerical terms. This type of assessment was so effective that it allowed the teacher in charge of speaking grades to use the results to assign individual oral skills grades according to the criteria specified in said rubric:

Students understand and can explain the SDGs.

These criteria were well-chosen because they allowed the evaluation of students in different areas, which balanced the results significantly. Moreover, due to the student’s good performance, most received good grades, all falling within the “very good” to “excellent” range, with three achieving the highest grade possible.

Additionally, a SWOT table was made to evaluate the whole implementation, emphasizing the strengths and high points of the didactic sequence and the weaknesses or vulnerabilities the sessions presented. Furthermore, it summarizes the opportunities that would have a significant impact on future implementations and the threats that could jeopardize them (see Table 2 below):

Table 2

This information is summarized visually in Figure 10 below:

Figure 10 /

Generally, it can be inferred that the students received the implementation of IBL in conjunction with the SDG-related topic very well, and the results were more than favorable. Firstly, the exercises were more appealing than the monotonous review of textbooks. It is worth mentioning that, in this case, the IBL approach was combined with cooperative and interactive exercises that could be completed using their mobile devices. One of the main problems for secondary school teachers mentioned in the introduction of this paper was the students’ difficulty paying attention for a certain period, as they are used to receiving constant stimuli from their mobile phones. In this intervention, the students associated using these devices with something genuinely educational, and the fact that new technologies were used in the class proved attractive, given their high level of participation in the activities. Additionally, since they had to work in teams, giving and receiving help significantly improved their performance, concentration, and outcomes, as evidenced by the results obtained in the general evaluation rubric.

For all these reasons, it can be confirmed that the first main objective proposed in this paper, which was to prove IBL’s functionality in an EFL class, has been achieved. As predicted by authors such as Alameddine and Ahwal (2016) and Alcantud-Díaz and Lloret-Catalá (2023), IBL has worked very well in a language learning class, especially when developing Personal, Social, and Learning-to-Learn competence. This is because the activities were engaging and developed communicative skills in English. Among these activities, there were questions, open discussions, group debates, and presentations in which the students effectively used the provided tools (vocabulary, useful expressions, and specific knowledge of the SDGs field) to express their opinions, thus reinforcing their oral and interpersonal abilities, along with the critical thinking. Consequently, it can be determined that the answer to the first research question is affirmative: IBL can successfully enhance students’ autonomy and motivation, as previously confirmed in other studies such as Banquet Galindo and Urrea Arcila’s in 2020.

This is deeply linked to the first specific objective: to see if this methodology worked in a Spanish secondary school class. Even considering the results of the questionnaire that show that Spanish students are not entirely confident regarding their English language skills, IBL is adaptable to all proficiency levels, including classes with varying levels among students. This was evident in the debate, where the sense of group and camaraderie led them to help each other, resulting in favorable outcomes for all students, including those who mentioned struggling with English in the diagnostic questionnaire. Often, these low levels of oral proficiency are due to the embarrassment of speaking a language they are not fluent in, and these exercises have improved their motivation and engagement with the subject, making them want to improve their English communication skills.

The thematic thread of the SDGs was also very well received, as it was a topic the participants were partially familiar with, and they found researching about it genuinely interesting and necessary, according to their responses noted in the research journal. This highlights that Baraquia’s (2018) “Interdisciplinary Contextualization” is essential for bringing students closer to the EFL classes. It can be observed that students specifically found the goals related to reducing or eliminating poverty, hunger, inequality, and pollution relevant. This may be due to the immediacy and importance given to these topics in the media; a great example is the news about what is happening in Gaza. Therefore, it can be stated that the second general objective of this paper has been fulfilled, as participants have learned about the global reality and have become involved in it, thus fostering the much-needed Citizenship Competence mentioned in the latest Spanish education law. In addition, SDG 3 was particularly motivating for the students. Even though they did not choose it as their favorite, it is a topic that is increasingly present in the reality of young people and on social media, encouraging their participation in debates and discussions. This was especially evident in their involvement in the debate on the advantages and disadvantages of playing video games, as they chose sides according to their opinions. This led to very diverse arguments, in which the students demonstrated being aware of the psychological implications of excessive video game playing. Therefore, in response to the second research question, “Can students’ involvement in the EFL class be increased by including content related to SDGs?”, the answer is affirmative, demonstrating the significant positive effects of ESD in secondary school classes, as Unesco stated in 2024.

It was also proven that the IBL methodology works suitably with cross-curricular topics, as in this way, students become more involved in searching for information, understanding it better, and subsequently being able to explain it orally to their classmates, as previously seen in Govender and Pillay’s (2022) study. This was evident in the first Inquiry Cycle of the intervention’s initial session, where they performed theatrical representations of the SDGs. This implies that not only did the students correctly understand the general characteristics of the objectives they had to explain, but they also found it interesting to learn and share it with their classmates. Thus, it can be concluded that a helpful way to promote meaningful learning about these cross-curricular themes demanded in the current Spanish educational curriculum is to employ the IBL approach since it fosters students to become active participants in their learning process, creating deeper connections with the topic.

Nevertheless, this paper has faced various limitations, the biggest ones being the lack of time to create a longer Learning Situation -as recommended in the new Spanish curriculum- or to test it in different groups, with more participants and greater diversity, as this would have yielded more reliable results. However, despite the small-scale results and the modest group, it can be confirmed that, in general terms, it has been a success. Nonetheless, it is worth noting that the exact implementation in another context, with different participants or limitations in obtaining the necessary material, may not result in such good outcomes.

We consider it advisable to continue studying this field since, due to the time constraints imposed on this article, many alternative lines of research remain to be explored. These include the behavior of IBL in a disruptive or culturally heterogeneous class, how to employ IBL without the use of new technologies, or if it is possible to raise awareness about the SDGs with other alternative methodologies such as the highly appealing gamification or even if it exists the possibility of extending this small didactic sequence and creating a proper learning situation that also involves other subjects. All of these are very intriguing study topics to delve into thoroughly.