From Problem to Action: Analyzing Representations of Agency and Solution Orientation in ELT Materials on Sustainability in Iraq

الملخص

This study is interested in the representation of agency and solution-orientation in sustainability-related tasks in textbooks in English for Iraq for Grades 1-6. Using a mixed-method design, combining qualitative content analysis, critical discourse analysis, and multimodal analysis, this study explores how learners, teachers, communities, and institutions are situated as agents to address both environmental and civic concerns. In these domains, a corpus of texts, dialogues, and tasks associated with sustainability was identified across, for e.g., water conservation, energy use, waste management, climate change, biodiversity and civic responsibility. Coding emphasized modality (can, should, must), framing of problems versus solutions, individual versus collective action, and the feasibility of implementing action in the Iraqi setting. These findings show that sustainability themes are gradually incorporated into textbooks across grades, but agency is typically framed at the individual level (i.e., “You must not waste water”), with little opportunity for collective or institutional action. Instead, modal verbs stress obligation (must) more than possibility (can), suggesting a prescriptive rather than empowering stance. Solution-orientation becomes generic or global with only a handful of tasks contextualized to the specific ecological and infrastructural reality of Iraq. Still, some Grade 5-6 tasks are project-based tasks that allow group collaboration and local problem-solving leading towards a participatory pedagogy. The rationale posited is that, increasing learner autonomy while integrating contextually relevant, solution-based practices can further facilitate alignment between Iraqi ELT content and UNESCO’s framework of Education for Sustainable Development (ESD). Implications for curriculum reform, and classroom practice, are discussed.