Teaching for Empowerment: An Autobiographical Reflection on Fostering Students’ Self-Efficacy in English for Journalism

Abstract

This autobiographical reflection explores my lived experience as an English Lecturer in integrating Sustainable Development Goals (SDGs) into an English for Journalism course to foster students’ self-efficacy and empowerment. It tells the story of how I tried to help my students believe in their own ability to use English meaningfully while also finding purpose in global issues. Drawing from my teaching journals and classroom memories, I revisit moments when I designed SDG-based activities such as mind-mapping, writing news scripts, and recording digital broadcasts. These tasks encouraged students to express their ideas confidently, connect classroom learning with real-world challenges, and see themselves as part of a global community. Through authentic journalistic tasks grounded in local realities, students developed activity, critical thinking, and a stronger sense of global responsibility. Furthermore, Throughout the process, I recognized that promoting self-efficacy entails more than skill development; it requires the trust, empathy, and reflective practice. This autobiographical journey reveals how teaching for sustainability reshaped my understanding of empowerment: it is not something we give to students, but something we grow together through meaningful learning experiences.