Bridging language, lifelong learning, and sustainability: scope of real-world English language teaching in Bangladeshi higher education

This study examines the potential of real-world learning (RWL) in English language teaching in Bangladeshi higher education, which is an English as a Foreign Language (EFL) context. Our exploration is guided by the ‘quality education’ objective of the Sustainable Development Goals (SDGs) and lifelong learning perspectives. We used a mixed methods approach to capture student views through a survey at six higher education institutions and semi-structured interviews with faculty members, academic leaders, and university policy makers. The findings show gaps in collaborative learning, industry alignment, and stakeholder engagement which hinder the students’ critical skills and employability. The study highlights the need for interdisciplinary learning, policy investment, and faculty training to bridge academia-industry gaps. Consequently, it offers insights into curriculum innovation and sustainable education for enduring the impact. The novel contributions of the study include the scope of RWL within an EFL environment; and fresh insights into curriculum innovation, faculty development, and policy reforms aimed at advancing sustainable development.