Advancing SDG 4 Through Language Education: UNESA’s English Education Graduate Program Leading the Way
A global mission to ensure everyone has access to a good education, known as the United Nations' Sustainable Development Goal 4 (SDG 4): Quality Education, requires action at every level. At Universitas Negeri Surabaya (UNESA), the Master's Program in English Language Education is taking this goal seriously. The study program not just teaches people how to be better English teachers, but trains students to become leaders and innovators who can improve the entire education system.
The graduate program in English Language Education at UNESA is designed not only to produce competent educators but also to foster transformative change in the education sector. By integrating pedagogical theory, digital literacy, and inclusive practices, the program equips future educators with the tools to make learning accessible and meaningful across diverse contexts.
Digital Innovations of Lecturers
One of the program’s most impactful contributions comes from the work of Dr. Muhaimin Abdullah, S.Pd. M.Pd., and Ahmad Munir, Ph.D., who have developed a series of digital learning modules aimed at enhancing English language instruction. These modules, which have been granted intellectual property rights, are tailored to support flexible, student-centered learning environments. The digital modules are designed to be interactive, adaptable, and accessible, especially for students in underserved areas.
The program’s impact is further amplified by the research of its homebase faculty members. Syafi’ul Anam, PhD., work on intercultural competence in English teaching encourages learners to engage with the language not just as a tool for communication, but as a gateway to global understanding. Dr. Widyastuti, M.Pd. exploration of reflective teaching and teacher identity challenges educators to continuously evolve, adapt, and respond to the diverse needs of their students. Meanwhile, Prof. Lies Amin Lestari has long been a driving force in curriculum development and assessment, advocating for learner-centered approaches that prioritize student agency and formative feedback.
