Exploring the Transitivity System in Educational Texts for Achieving Sustainable Development Goals: A Systemic Functional Linguistic Analysis

Abstract

This research investigates the transitivity system in an educational text issued by UNESCO titled Education for Sustainable Development – A Key Instrument to Achieve the SDGs. The study applies the theoretical framework of Systemic Functional Linguistics (SFL), particularly focusing on the ideational metafunction proposed by M.A.K. Halliday. Using a qualitative descriptive method supported by the UAM CorpusTool, the research analyzes how the text constructs meaning through process types, participant roles, and circumstantial elements. The findings reveal that material processes dominate the text (72.46%), followed by mental and relational processes. Education is linguistically represented as an active and transformative agent, empowering learners and promoting sustainable behavior. Participant analysis shows a high frequency of actors such as ―learners‖ and ―ESD‖, reflecting agency and responsibility. The study concludes that transitivity patterns in the text reinforce the ideological role of education in achieving sustainability goals. This analysis provides insights into how language shapes educational discourse and contributes to critical awareness of sustainability.