مطالب

In an era when global influence is increasingly shaped by cultural appeal and sustainable development, the intersection of sustainable tourism and soft power has emerged as a pivotal domain of scholarly inquiry. This convergence reflects the dual imperative facing nations today: cultivating positive international perceptions while addressing urgent environmental challenges. Countries that effectively integrate sustainability into their tourism strategies gain a distinct competitive advantage in diplomacy, economic growth, and cross-cultural engagement. This study explores the role of sustainable tourism in strengthening the United Arab Emirates’ (UAE) soft power, analyzing both its domestic initiatives and international branding efforts. Using a descriptive–analytical approach, the research draws on extensive library and online sources to assess the UAE’s policies, programs, and achievements in sustainable tourism. Findings indicate that the UAE’s strategic focus on sustainability has significantly enhanced its standing at both national and global levels. Domestically, government-led initiatives—such as the UAE Green Agenda 2030 and Dubai Sustainable Tourism —have produced tangible progress in environmental protection and economic diversification. Internationally, the UAE’s branding as a hub for sustainable tourism, together with foreign investment in green infrastructure and eco-friendly mega projects, has strengthened its global reputation. These efforts have not only attracted environmentally conscious travelers but also expanded the UAE’s cultural influence and diplomatic reach. Ultimately, the study demonstrates that sustainable tourism serves as a powerful instrument of the UAE’s soft power, simultaneously advancing its economic aspirations, environmental commitments, and positive global image. The UAE’s experience offers valuable insights for other nations seeking to leverage sustainable tourism as a strategic tool for soft power projection.

The present study aimed to explore how the ELT curriculum is perceived, adopted, and implemented by EFL high school teachers. This study also shed some light on several effective factors in curriculum planning and practicing. Data for this study came from a survey and follow-up interviews with EFL teachers. The Findings revealed some critical systemic gaps between policy and practice: (1) a disconnect between policymaking processes and established ELT pedagogical theories; (2) insufficient incorporation of stakeholder voices, particularly teachers, during policy formulation; (3) neglect of teacher agency, professional needs, and motivational factors in curriculum design; and (4) an absence of foundational needs analysis research to inform policy decisions. The study underscores the imperative of prioritizing teacher autonomy, participatory policymaking, and evidence-based frameworks in curriculum development. To mitigate disparities between policy objectives and classroom practices, recommendations include decentralizing decision-making to empower educators, integrating teacher feedback into policy cycles, leveraging academic expertise, and fostering context-sensitive adaptations of global ELT methodologies. These insights contribute to broader regional discussions on educational equity, teacher professionalization, and sustainable language policy reforms in institutional settings.