Environmental Education Through Eco-Literacy: Integrating Sustainability into English Language Teaching

Abstract

Eco-literacy, the ability to understand and apply ecological knowledge to foster sustainable living, is increasingly recognized as an essential educational objective. Traditionally linked to disciplines such as science and social studies, eco-literacy is now gaining traction in English language teaching (ELT) to align language instruction with global sustainability goals. While previous research has highlighted the importance of sustainability in education, there is a scarcity of studies on how eco-literacy can be effectively integrated into language learning. To address this gap, this study aims to explore ELT students’ perceptions of the impact of eco-literacy-focused writing activities on their language development and awareness of environmental issues. Employing a mixed-methods design, data were collected through pre-and post-tests on changes in students’ perceptions of eco-literacy-focused writing activities. Semi-structured interviews with a subset of participants offered qualitative insights into their experiences. The findings revealed significant changes in students’ perceptions, particularly in their understanding of environmental vocabulary and critical thinking related to eco-literacy. Writing tasks and discussions on ecological themes enhanced their engagement and understanding of global sustainability issues. However, challenges such as limited prior knowledge of environmental topics and the need for further training were identified. This study contributes to the growing body of literature on sustainable language education by demonstrating the pivotal role of integrating eco-literacy into ELT classrooms. It also provides practical recommendations for teacher training programs to develop pedagogical strategies promoting linguistic and environmental learning outcomes, ultimately preparing educators to address global issues in diverse teaching contexts.

1. Introduction

The United Nations [1] introduced the Sustainable Development Goals (SDGs) as a universal call for action to eradicate poverty, safeguard the environment, and ensure peace and prosperity for all by 2030. The 17 SDGs are interconnected, acknowledging that progress in one area can impact others and that sustainable development requires a balance between social, economic, and environmental factors [2]. UNESCO [3] emphasizes that sustainability in education is a core element of the educational process [4]. It outlines the challenges emerging from this shift and explores the connections between sustainable development, environmental thinking, democracy, and education, employing a heuristic to deepen the understanding of these relationships. Sustainability in education requires teaching and learning methods that actively engage students, motivating them to take responsibility and change their behaviors to support sustainable development, thereby ensuring a quality educational system for lifelong learning [3]. In this regard, environmental education is a key tool for fostering sustainability, as it encourages individuals to engage in responsible environmental practices and adopt sustainable lifestyles. Over the past two decades, there has been a continuous effort to integrate sustainable development concepts, sustainability education, and environmental education into educational systems. However, despite progress, the outcomes achieved so far are still inadequate [5]. Sustainable Learning in Education (SLE) strategies and skills help learners adapt to complex challenges, focusing on renewing and relearning, independent and collaborative learning, active learning, and transferability. Jickling and Sterling [6] emphasized that sustainability education should go beyond merely adding content to curricula; instead, it should foster a transformative vision that addresses contemporary challenges. In this regard, “envisioning sustainable futures” with “futures literacy” are considered key competencies [7]. Babic et al. [8] highlighted the need to integrate global skills, including eco-literacy and well-being, into ELT, advocating for Positive Language Education (PLE) as a model to combine linguistic and global competencies effectively. Zygmunt [9] examined the role of eco-literacy in education, emphasizing the need for holistic approaches to teaching sustainability. Reisinger et al. [10] stated that the development of new programmatic content on sustainability should be examined from multidisciplinary and multicultural perspectives. Similarly, Jiao et al. [11] stated the importance of fostering sustainable language learning, aligning with the goals of Education for Sustainable Development (ESD) and the United Nations’ Sustainable Development Goals (SDGs), particularly Goal 4: Quality Education. By emphasizing intrinsic motivation and personal development, this research advocates for cultivating students’ learning autonomy and enhancing school–family interaction, both of which contribute to long-term, meaningful educational outcomes. This approach supports the development of resilient, self-directed learners who can adapt to changing educational environments, a key aspect of ESD. The research tutorials emphasize the importance of providing a multilingual, comprehensive understanding of global challenges, which boosts students’ proficiency in both language and sustainability.

English language teaching (ELT) plays a vital role in environmental education, promoting eco-literacy and sustainability, and offering a platform to incorporate environmental awareness and global citizenship into educational programs. ELT supports students in developing the language skills needed to comprehend and tackle environmental challenges while simultaneously increasing their understanding of sustainability, emphasizing problem solving and decision-making [12]. By integrating eco-centric topics, ELT not only enhances students’ language abilities, but also encourages them to actively engage with pressing global issues, such as climate change, conservation of resources, and environmental justice. According to Katunich and Goulah [13], “environmental sustainability is not just a topic for classroom discussion, a theme for treatment in the curriculum, or one more social “issue” that demands critical thinking among our students” (p. 9). Similarly, Capra [14] argues that integrating environmental education into language teaching enhances students’ understanding of systems thinking and sustainability. Sauvé [15] critically analyzes the concept of environmental education for sustainable development, highlighting the need to reshape education to achieve sustainable development. Incorporating sustainability and eco-literacy into ELT requires strategic approaches that enhance language skills and foster environmental awareness. Several strategies have emerged through past studies to integrate eco-literacy into ELT classrooms effectively. These strategies utilize authentic materials, project-based learning, task-based approaches, and interdisciplinary teaching methods to create an engaging and impactful learning experience. Bortoluzzi and Zurru [16] examined the intersections of verbal and non-verbal communication about ecological values, beliefs, and actions. Key themes include the concept of “tension” in communication, which can lead to both destructive and transformative outcomes. Poole [17] conducted a corpus-assisted ecolinguistic analysis of hurricanes and wildfires, highlighting how language shapes perceptions of these environmental events. The study suggested that integrating corpus-assisted eco-pedagogy in ELT classrooms can enhance eco-literacy by fostering a critical awareness of ecological issues through linguistic analysis. Putri et al. [18] found that digital storytelling (DST) effectively integrates critical environmental education into ELT. Through a collaborative project, student teachers created digital stories about Subak, exploring its environmental, economic, political, and social issues while proposing solutions. The findings highlighted DST as a powerful tool for raising environmental awareness and creating authentic teaching materials in higher education. Similarly, Saiful [19] explored the development of eco-English language teaching (Eco-ELT) materials, which integrate environmental awareness and local wisdom into English teaching. The study highlighted local folklore and stories as authentic teaching materials for character-building and curriculum development. The findings included guidelines for designing Eco-ELT materials, focusing on target learners, curriculum alignment, learning topics, teaching models, and assessment methods. Suwandi et al. [20] suggested that Indonesian language textbooks vary in their coverage of eco-literacy aspects. Knowledge is the most frequently addressed, while cognitive skills are the least, highlighting the need for revisions to better support eco-literacy goals.

Previous studies have researched eco-literacy through various approaches and methodologies, ranging from curriculum analysis to the integration of sustainability into language teaching. These studies have explored how environmental education can be embedded within language learning, how eco-literacy can be assessed, and how it influences students’ attitudes and behaviors toward sustainability. Cobb [21] put forward that ecology should be taught in childhood, to foster awareness and imagination in young children. Hyun [22] examined “ecological human brain” development, children’s intellectual culture of “naturalist intelligence”, and developmentally and culturally congruent curriculum consideration for young children, and concluded that “children’s naturalist ways of knowing nature and constructing knowledge of it should be recognized, validated and responded to in a congruent way and should be reflected in daily exploratory curriculum” (p. 20). Orr [23] explored how eco-literacy can be developed in students by raising awareness about environmental problems and engaging them in critical discussions. In the context of ELT, eco-literacy was examined using lexicons through the English reading text model [24]. Mercer et al. [25] argued for embedding sustainability in the curriculum and posited that “in teacher education programs, there also needs to be an explicit approach to raising awareness that teaching the English language is inextricably interconnected with addressing social and global issues such as the climate crisis, and the merits of a taking a critical, transformative lens on teaching practices” (p. 404). Liu and Qi [26] explored the professional competencies required in language teachers for education on sustainable development. It emphasizes that teachers’ ability to recognize, practice, and instill sustainable values in their personal and professional lives is key. The study categorizes these competencies into three areas: professional knowledge, skills, and attitude. These competencies are foundational in supporting sustainable development education in higher education, particularly in the post-pandemic era. Sund and Gericke [27] found that teachers from science, social science, and language fields in Swedish secondary schools stress different but complementary aspects of education for sustainable development (ESD). Their responses highlight how each subject area contributes uniquely to ESD teaching, and the study discusses the potential for collaboration across subjects to enhance cross-curricular teaching in this context. Similarly, Asta and Margarita [28] find that foreign language classes, particularly in English, can significantly contribute to fostering sustainable development competence in higher education. It highlights that students are more engaged in topics related to sustainable development, but it is challenging for educators to continuously update materials and teaching strategies. The research suggests that innovative approaches to teaching English as a foreign language, integrating sustainable development elements, are necessary to enhance students’ competence in this area. Johnson [29] emphasizes the importance of fostering meaningful nature connections through experiential activities, such as sensorial observations and nature journaling. These activities not only nurture naturalist intelligence but also ignite academic enthusiasm in students. Silvhiany et al. [30] integrated climate change education into language teacher training using connected learning and eco-justice pedagogy, which enhanced preservice teachers’ awareness of climate issues and improved their multimodal writing skills. This highlights the need for interdisciplinary approaches in language education to foster climate literacy.

However, there has been limited research examining how these issues are practically addressed within the ELT classroom context. Despite various practical advancements, there is still a lack of research exploring the challenges students face when integrating environmental topics with language learning. Additionally, there is insufficient understanding of the support students need to effectively engage in environmental issues while sustainably enhancing their language skills. As the focus on eco-literacy grows, it is crucial to explore the specific needs and barriers students encounter when addressing environmental issues within the ELT framework.

Given the significant yet underexplored intersection of eco-literacy and environmental education in EFL, this study aims to fill this gap by examining the impact of eco-literacy on English language students’ perceptions. Accordingly, the main goal of this study is to explore ELT students’ perceptions of eco-literacy-focused writing activities and their influence on language learning and environmental awareness. Rather than tracking students’ success, the study seeks to understand their perspectives on the integration of sustainability topics into ELT. Specifically, it examines their views on the role of eco-literacy in language learning, the perceived benefits and challenges of engaging with ecological themes, and the extent to which these activities contribute to their engagement and critical thinking development. To evaluate the practical value of the study, a quantitative survey and interview was conducted to measure students’ perceptions systematically. The following research questions are addressed:

RQ1. How do ELT students interpret and conceptualize eco-literacy?

RQ2. What are the ELT students’ perceptions of sustainable language learning through eco-literacy?

RQ3. What are the ELT students’ perceptions of environmental education in the ELT curriculum?

RQ4. How do ELT students perceive the benefits and challenges of integrating eco-literacy into their language learning experience?

This study aims to explore the role of eco-literacy in English language teaching (ELT) by examining students’ perceptions of integrating environmental themes into language learning. The increasing emphasis on sustainability education highlights the need for innovative pedagogical approaches that merge language learning with global environmental challenges. While previous research has discussed the importance of eco-literacy in education, there remains a gap in understanding how ELT students engage with sustainability topics and how such integration shapes their learning experiences.

To address this gap, the study is guided by several key objectives. It aims to investigate ELT students’ perceptions of eco-literacy and its relevance to language learning while also analyzing their engagement with eco-literacy-focused writing tasks and their evolving attitudes toward sustainability. Additionally, the study seeks to explore the challenges students encounter when integrating environmental themes into their language learning process. Finally, it examines the pedagogical implications of eco-literacy in ELT, particularly in relation to curriculum development and teacher training, to provide insights into how sustainability education can be effectively incorporated into language instruction.

By explicitly outlining these objectives and evaluation indicators, this study contributes to the growing discourse on sustainability in language education, offering practical insights for educators, curriculum developers, and policymakers aiming to embed eco-literacy into ELT programs. The findings aim to inform future curriculum designs and teacher training programs, emphasizing the role of eco-literacy in fostering both linguistic and environmental competencies within an increasingly interconnected global learning environment.

2. Research Methodology

2.1. Research Design

This study adopts a mixed-methods research design, chosen for its systematic approach to exploring the connection between eco-literacy and environmental education in ELT [31]. The primary aim of this study is to address the gap in the literature concerning the impact of eco-literacy on environmental education within ELT. The research employed a survey (n = 27), students’ descriptive essays on the environment, and a series of in-depth, semi-structured interviews. A purposeful sampling approach was employed, specifically targeting members of the ELT community.

2.2. Working Group

This study was conducted within an undergraduate university EFL writing course, with participants consisting of students officially enrolled in the course. A total of 27 students participated in the study. The selection of this sample was determined by informational needs and data saturation, rather than statistical power calculations. According to Fridlund and Hildingh [32], qualitative studies typically involve between 1 and 30 informants, and as Krippendorff [33] and Patton [34] emphasize, there are no strict criteria for sample size in content analysis. Instead, the key determinant is whether the data collected provide sufficient information to answer the research question with confidence. In this study, saturation was reached before exceeding 27 participants, ensuring that additional data collection would not yield substantially new insights. To ensure voluntary participation and understanding of the research’s purpose, participants were asked to submit a written consent form.

As this research was integrated into the course curriculum, data collection was conducted under close supervision by the course instructor. The students engaged in a series of supervised writing exercises, which served as the primary data source. Throughout the study, the instructor closely monitored the students’ progress, ensuring that the writing tasks were completed in a structured and controlled environment. This supervised approach not only enhanced the reliability of the collected data but also ensured that participants remained engaged in the research process.

Given these methodological considerations, the sample size and data collection procedures align with established qualitative research principles, supporting the credibility and trustworthiness of the study.

2.3. Descriptive Writing Tasks

In this study, the process writing approach was selected, utilizing Spencer’s Writing Model, which prioritizes the writing process over the final product. This model guides students on how to write, generate ideas, proofread, and edit their work [35,36,37,38]. Tribble [39], one of the pioneers of the process approach, highlighted that it is “an approach to the teaching of writing that emphasizes the creativity of the individual writer and focuses on developing good writing practices rather than imitating models” (p. 160). The topics assigned for descriptive writing essays, such as urban versus rural environments, recycling, and global warming, were chosen based on a pre-test survey that identified the most engaging themes related to eco-literacy. To ensure student engagement and relevance, the environmental texts used in the study were selected based on students’ own preferences, allowing them to choose materials that aligned with their interests and linguistic competencies. This minimized the likelihood of negative attitudes toward eco-literacy instruction due to unengaging or irrelevant text selection. Since all participants were undergraduate students in the Department of English Language Teaching, this study adopted a broad interdisciplinary approach to sustainability themes rather than tailoring texts to specific subfields. This ensured that students could engage with environmental content in a linguistically appropriate and pedagogically meaningful way, fostering both eco-literacy and language skill development.

2.4. Intervention

This study followed a three-stage process: pre-test, intervention, and post-test. In the pre-test stage, participants were briefed on the study’s objectives, the importance of honest responses, and data confidentiality to ensure their comfort. They then completed an eco-literacy survey. The intervention phase began with an introduction to eco-literacy, followed by a seven-week engagement period where participants completed ecological writing tasks. They wrote both paper-based and computer-based descriptive essays under researcher supervision to ensure consistency and address any technical issues. Each week, students dedicated a 60 min session to writing a descriptive essay on different environmental topics, using specific writing strategies. Before the intervention, participants received training on digital writing tools. Finally, in the post-test stage, participants completed the same survey to evaluate any changes in their perceptions. The post-test was administered in the same controlled environment as the pre-test to ensure consistency. The following outlines the intervention procedure for the descriptive writing assignments on eco-literacy, based on the Eco-Writing Model developed by the researcher.

The primary aim of this study was to investigate students’ perceptions of integrating eco-literacy into English language teaching, rather than to formally assess their writing proficiency. Over a seven-week period, students engaged in eco-literacy-themed writing tasks, which served as a means of encouraging reflection on sustainability concepts in an English as a Foreign Language (EFL) context. However, no formal scoring rubrics or assessment measures were applied to evaluate improvements in language proficiency, as this was beyond the scope of the study.

To examine students’ progress in eco-literacy awareness, the study employed a pre-test and post-test design, primarily aiming to measure whether students experienced significant changes in their perceptions of eco-literacy before and after the interventions. These surveys focused on self-reported attitudes, engagement, and perceived benefits of eco-literacy-focused instruction. Additionally, semi-structured interviews were conducted to provide deeper insights into students’ reflections on their writing experiences and their evolving understanding of sustainability concepts. These qualitative and survey-based approaches ensured a comprehensive exploration of students’ perceptions, rather than an evaluation of their linguistic development.

It is also important to note that, although this study was conducted within the framework of a university course, and students were graded at the end of the semester, these grades were not relevant to the study itself. The research focused solely on students’ engagement with eco-literacy content and their perceptions of its integration into language learning, independent of any formal course assessments.

Table 1. Multiple-intervention procedures: descriptive writing assignments on eco-literacy (eco-writing model).

Week	Intervention Description	Focus of Writing Task	Objectives	Writing Strategies	Topics
1	Pre-intervention reflection (survey, essay, interview)	Reflective essay on perceptions of ecoliteracy (paper-based)	Assessing baseline understanding of ecoliteracy concepts	Note taking	Perceptions of ecoliteracy and environmental awareness
2	Exploration of ecoliteracy through descrip-tive essay	Descriptive essay on an environmental topic 1(computer-based)	Teaching strategies for descriptive writing	Mind mapping, using a Venn diagram, annotating	Write a 400-word descriptive essay comparing urban and rural environments, focusing on sensory details, vivid imagery, environmental impact, and lifestyle differences.
3	Teacher feedback and revisions	Teacher feedback and revision (paper-based)	Developing the ability to describe ecological topics in detail	Paraphrasing, critical analysis	Teacher feedback
4	Exploration of ecoliteracy through descrip-tive essay	Descriptive essay on an environmental topic 2 (paper-based)	Developing the ability to describe ecological topics in detail	Note taking, summarizing, model text analysis, paraphrasing	Write a 400-word descriptive essay on the importance of recycling, its environmental benefits, and challenges in implementation.
5	Peer feedback and revisions	Peer review: Reviewing and revising each other’s essays (computer and paper based	Enhancing revision skills and deepening ecoliteracy understanding	Annotating, paraphrasing	Peer feedback
6	Exploration of ecoliteracy through descriptive essay	Descriptive essay on an environmental topic 3 (computer-based)	Finalizing and submitting the descriptive essay	Mind mapping, paraphrasing, using Venn a diagram, summarizing,	Write a 400-word descriptive essay explaining global warming, its causes, effects, and possible solutions.
7	Post-intervention reflection (survey, essay, interview)	Reflective essay on changes in perceptions of ecoliteracy (computerbased)	Reflecting on changes in ecoliteracy awareness and writing abilities	Mind mapping, summarizing	Perceptions of ecoliteracy

provides a comprehensive overview of the intervention procedures implemented in this study.

2.5. Data Instruments

The first data collection involved a questionnaire divided into nine sections, addressing various aspects of eco-literacy. It included questions on participants’ conceptualization of eco-literacy, general thoughts about the use of eco-literacy in foreign language classes, the most suitable writing methods for eco-literacy, challenges in writing ecological texts, preferred ecological topics, the use of digital tools for eco-literacy, expectations from eco-literacy-related writing tasks, preferences for writing modes (computer-based vs. paper-based), and opinions on incorporating eco-literacy as either a mandatory or elective course in ELT programs.

The second data collection method consisted of a semi-structured interview. The interviews were audio-recorded and anonymized during the transcription process. Participants were questioned about their attitudes, experiences, and views on eco-literacy. The interview allowed for a more detailed exploration of how participants engage with eco-literacy concepts, their challenges, and the impact of the intervention. Open-ended questions encouraged participants to reflect on their learning process and provide nuanced responses, helping to further clarify the survey results and uncover additional aspects of their eco-literacy development.

2.6. Data Analysis

The study employed both quantitative and qualitative methods to analyze the data. Pre-test and post-test surveys were conducted to assess students’ perceptions of eco-literacy awareness. Quantitative data were analyzed using IBM SPSS Statistics 22. Frequency distributions for categorical variables were expressed as percentages, and differences between dependent categorical variables were examined using the McNemar test. A 0.05 significance level was used as a criterion for statistical significance.

For qualitative data, manifest content analysis was employed following the structured approach described by Bengtsson [40]. This method was chosen to systematically examine the explicit content of student responses rather than underlying latent meanings. The analysis followed a structured four-stage process. First, decontextualization involved reviewing the transcripts and identifying meaning units relevant to the study’s objectives. Second, recontextualization ensured that all identified codes were aligned with the research questions and that non-relevant content was excluded. Third, in the categorization phase, meaning units were grouped into structured categories and subcategories, strictly adhering to the explicit textual content provided by participants. Finally, the compilation phase involved synthesizing the categorized data into coherent themes to enhance clarity and methodological rigor.

To ensure trustworthiness, two independent researchers manually coded a subset of the data, following an inductive coding approach. Any discrepancies in categorization were discussed and resolved through consensus, reinforcing the consistency and transparency of the coding process. The structured analytical approach ensured that the findings were systematically derived, contributing to the study’s methodological rigor.

3. Research Results

3.1. The Survey Results

RQ1. How do ELT students interpret and conceptualize eco-literacy?

As shown in

Table 2. Distribution of participants’ responses on the concepts evoked by ecoliteracy.

		Pre-Test		Post-Test
		n	%	n	%
	Feelings	4	14.81	8	29.63
	A sense of responsibility	2	7.41	16	59.26
	Imagination	5	18.52	6	22.22
	Green Advocation	15	55.55	11	40.74
	Environmental awareness	10	37.04	11	40.74
	Empathy towards nature	9	33.33	5	18.52
	World-wide issues	15	55.56	4	14.81
	Passion	-	-	5	18.52
	Other feelings (Freedom, creativity, escape, self, unite, communication)	14	51.85	5	18.52

, ELT students placed greater emphasis on factors that promote action-taking rather than attitudes toward the environment. In this regard, they identified a sense of responsibility (n = 59.26), environmental awareness (n = 40.74), and green advocacy (n = 40.74) as the primary concepts of eco-literacy. Attitudes, on the other hand, encompass topics such as emotions, imagination, empathy toward nature, global issues, passion, and other feelings.

RQ2. What are the ELT students’ perceptions of sustainable language learning through eco-literacy?

Table 3. Distribution of participants’ responses on the use of ecoliteracy in foreign language classes.

		Pre-Test		Post-Test
		n	%	n	%
	I think eco-literacy is very important for language development	10	37.04	11	37.74
	Eco-literacy should be used in ELT classes	8	25.93	7	29.63
	Ecololiteracy is challenging	0	-	3	11.11
	Eco-literacy facilitates intensive reading	0	-	2	7.41
	Eco-literacy raises critical thinking	9	14.81	4	33.33

provides questions regarding support for sustainable language learning revealed structural gaps in the use of eco-literacy texts in foreign language classes. Participants considered eco-literacy important for language development (n = 37.04) and believed it fostered critical thinking (n = 25.93). They also agreed that eco-literacy should be incorporated into ELT classes (n = 29.63).

Table 4. Distribution of participants’ responses on the most instructive writing method for ecological writing.

		Pre-Test		Post-Test
		n	%	n	%
	Mind mapping	4	14.81	7	25.93
	Model text Analysis	1	3.70	3	11.11
	Paraphrasing	0	-	2	7.41
	Annotating	3	3.70	1	11.11
	Using a Venn Diagram	3	11.11	4	14.81
	Summarizing	3	11.11	0	-
	Note taking	1	3.70	1	3.70

indicates that students preferred elaboration strategies the most when participating in writing tasks. Among these strategies, which include mind mapping, using a Venn diagram, and annotating, participants identified them as the most effective tools for improving their writing process.

As seen in

Table 5. Distribution of participants’ responses on the most challenging factors in writing ecological texts.

		Pre-Test		Post-Test
		n	%	n	%
	Content	5	18.52	6	22.22
	Vocabulary	9	33.33	16	59.26
	Cohesion	2	7.41	4	14.81
	Topic	3	11.11	2	7.41
	Genre	4	14.81	1	3.70
	Language structure	3	11.11	3	11.11
	Fluency	1	3.70	3	11.11
	Purpose	2	7.41	0	-

, the participants encountered difficulties with vocabulary (n = 59.26%) in their ecological writing tasks, which can be attributed to their exposure to specialized terminology during the intervention. Given that environmental discourse often involves technical and discipline-specific lexicon, the learners may have struggled with comprehension, retention, and appropriate usage of these terms. Additionally, their limited prior engagement with sustainability-related language in English may have further contributed to these challenges.

As shown in

Table 6. Distribution of participants’ responses on the most engaging ecological topic.

		Pre-Test		Post-Test
		n	%	n	%
	Urban vs. Rural Environment	18	66.67	19	70.37
	Recycling	4	14.81	6	22.22
	Global warming	4	14.81	1	3.70
	Pollution	1	3.70	1	3.70

, students found the comparison between urban and rural environments particularly engaging, as it highlighted the distinct ecological challenges and dynamics present in each setting. This contrast allowed students to critically examine sustainability issues and gain a deeper understanding of the environmental impact of urbanization versus rural life. Furthermore, the participants identified recycling (n = 22.22) and global warming (n = 3.70) as the other engaging topics.

Table 7. Distribution of participants’ responses on the perceived engagement of learning about ecoliteracy through digital tools.

		Pre-Test		Post-Test
		n	%	n	%
	I completely agree	8	18.52	5	29.63
	Neutral	10	37.04	11	40.74
	I don’t agree	9	33.33	11	40.74

suggests that eco-literacy through digital tools has not been given priority over traditional mode. The preference for traditional approaches may stem from limited exposure to digital ecological content and a lack of sufficient digital resources. Additionally, the perception that print-based materials offer more credibility and depth in environmental education could further contribute to this tendency.

As seen in

Table 8. Distribution of participants’ responses on their expectations from ecoliteracy writing tasks.

Answers		Pre-Test		Post-Test
		n	%	n	%
	Learning environmental education	7	25.93	13	48.15
	Using authentic materials	13	48.15	1	3.70
	Developing common sense	6	22.22	6	22.22
	Engaging with advanced texts	1	3.70	1	3.70

, participants’ expectations regarding eco-literacy suggest a dual focus on both knowledge acquisition and practical awareness. The majority (n = 48.15) anticipated gaining environmental education, likely reflecting a desire to enhance their understanding of ecological concepts, sustainability issues, and the impact of human actions on the environment. This expectation may stem from a perceived gap in their prior education or a growing awareness of global environmental challenges. Additionally, a significant portion (n = 22.22) expected to develop common sense, which implies a focus on applying ecological knowledge to everyday decision-making and fostering responsible, environmentally conscious behaviors. This may be driven by the increasing societal emphasis on sustainability and the need for individuals to make informed choices in their daily lives.

Table 9. Distribution of participants’ responses on their preferences for writing ecological texts using computer-based or paper-based modes.

		Pre-Test Statistical Test
		Computer-Based Writing	Paper-Based Writing
Post-test	Computer-based	2 (40)	3 (60)	McNemar Test p: 0.98
	Paper-based	2 (9.1)	20 (90.9)

suggests that the mode preference for writing ecological texts did not differ statistically significantly before and after digital training (p > 0.05). This implies that the intervention did not lead to a notable shift in participants’ preferences or perspective of effectiveness between the two modes of writing. Accordingly, personal attitudes toward digital tools, prior experience with technology, and perceived effectiveness of digital platforms in supporting ecological writing may have influenced the results.

RQ3. What are the ELT students’ perceptions of environmental education in the ELT curriculum?

As shown in

Table 10. Distribution of participants’ responses on whether ecoliteracy should be a compulsory or elective course in ELT faculties.

		Pre-Test Statistical Test
		Compulsory	Selective
Post-test	Yes	4 (44.54)	5 (55.6)	McNemar Test p: 0.32
	No	10 (55.6)	8 (44.4)

, results comparing the inclusion of environmental education in the ELT curriculum as compulsory or selective did not differ statistically significantly before and after training (p > 0.05). This may indicate that other factors—such as personal attitudes, existing curricular frameworks, and educational materials—may play a more significant role in determining the status of environmental education within the curriculum.

3.2. Interview Data Results

RQ4. How do ELT students perceive the benefits and challenges of integrating eco-literacy into their language learning experience?

3.2.1. Benefits of Eco-Literacy in ELT Education

The students identified several key advantages of integrating eco-literacy into English language teaching. Most notably, they emphasized environmental awareness, noting that eco-literacy prompts them to reflect on sustainability and global issues within the language learning context. Furthermore, they believed that incorporating eco-literacy broadens their perspective and connects language learning to real-world challenges, thereby deepening their understanding of ecological issues.

Additionally, the integration of eco-literacy is perceived to enhance motivation and engagement in lessons, with students showing greater interest in topics related to sustainability and the environment:

I like eco-literacy. Because in my personal life, I can say that I am addicted to nature. Thus, I enjoyed learning something that I really like.

(P18)

I enjoyed using eco-literacy in writing courses. I believe that eco-literacy is an inseparable part of language and education. Thus, it should be incorporated into language classes as well. It was fun and a different experience to use eco-literacy, rather than learning linguistic items.

(P3)

While planning my final writing draft, I realized how meaningful the learning process becomes within eco-literacy. It increased my motivation for writing and the environment.

(P7)

Participants reported that incorporating eco-literacy enhances creativity and imagination, fosters connections with other fields, and encourages the discovery of new ideas. Additionally, they highlighted that it includes authentic materials.

During eco-literacy lessons, teachers and students connect and build a relationship that is way more personal than other lessons.

(P16)

I like eco-literacy because I like discovering new ideas and finding answers to the questions on my mind. I like hearing different people’s life stories with nature and I’m curious about how they feel and act according to what they have been through.

(P7)

I believe that eco-literacy is a great treasure for ELT students as it includes many authentic materials which include green, recycling, and global warming that can raise students’ awareness about the world around them.

(P15)

I think eco-literacy is beneficial for developing the imagination of ELT students.

(P10)

3.2.2. Difficulties in Eco-Literacy Stemmed from Linguistic Challenges

The students reported several challenges related to eco-literacy in ELT, primarily arising from linguistic difficulties. A recurring issue noted by participants was the complexity of environmental vocabulary, with students struggling to understand and correctly use specialized terms related to ecology, sustainability, and climate change. This often led to confusion and challenges in expressing their thoughts clearly in English. Additionally, students highlighted the abstract nature of eco-literacy concepts, which can be difficult to grasp, especially when tied to complex environmental issues. They expressed frustration in attempting to fully understand and communicate ideas about global warming, biodiversity, and sustainability, as they lacked familiarity with the necessary language structures and terminology.

Furthermore, the academic language required for discussing eco-literacy is often viewed as a significant barrier. Many students reported difficulties with the formal and technical language used in environmental texts and discussions, which negatively impacted their confidence and engagement with the material.

Finally, students noted that the interdisciplinary nature of eco-literacy contributed to the challenge. The need to integrate knowledge to fully comprehend environmental issues places additional cognitive demands on them, making it more difficult to connect language learning with eco-literacy concepts. The participants mentioned that they had to prepare extensively before lessons and noted that the scientific terminology required was difficult to master and often subjective:

ELT courses make it easy to understand what we need to study and how much time it would take. However, I cannot say the same thing about eco-literacy. Learning eco-literacy is harder than learning other classes for all those reasons.

(P25)

The language used in eco-literacy is so deep and difficult to understand, which makes it also difficult to write. It requires more than enough vocabulary knowledge and a deep understanding of emotions.

(P4)

The participants expressed a dislike for eco-literacy, citing their lack of qualification in environmental topics and mentioning various difficulties in understanding the terminology.

I don’t enjoy eco-literacy at all. It is not suitable for my writing style and is far away from what I enjoy.

(P13)

Actually, I cannot say I liked eco-literacy because I didn’t like science courses much when I compared other lessons in ELT. I think eco-literacy is harder than the other lessons in ELT. Besides, I am unprepared to tackle environmental topics

(P21)

I always feel anxious about eco-literacy because it looks too superficial. I am not a big fan of science. It is hard for me to comprehend and interpret environmental tasks because I do not believe in myself doing that. So, while learning it, I wonder if I can teach it well to my students in the future. My biggest concern is not being able to provide good information.

(P6)

4. Discussion

4.1. ELT Students’ Interpretation and Conceptualization of Eco-Literacy

The findings indicate that ELT students prioritized proactive behaviors over a purely attitudinal focus on environmental issues. In the pre-test, students identified key concepts such as responsibility, environmental awareness, and advocacy for sustainability as essential components of eco-literacy, while attitudes were linked to empathy toward nature, imagination, passion, and concern for global issues. Similarly, Orman [41] found that young participants emphasized state responsibility and advocated for incorporating public eco-pedagogy into broader societal discussions, reinforcing the importance of environmental education and engagement.

A notable trend in the post-test results is the increase in students identifying “a sense of responsibility” as a core eco-literacy concept (rising from 7.41% to 59.26%) alongside a decline in “green advocacy” (from 55.55% to 40.74%). This shift suggests a reframing of eco-literacy from an activist-oriented approach to an individual responsibility-based perspective. Several factors may explain this trend.

First, as students engaged more critically with sustainability discussions throughout the seven-week intervention, they developed a more nuanced understanding of eco-literacy, shifting from broad advocacy goals to recognizing practical responsibilities they can assume in their personal and professional lives. This aligns with research indicating that students’ ecological knowledge evolves based on educational experiences, environmental awareness, and teaching methods [8,25,39].

Second, qualitative responses suggest that some students felt constrained in their ability to engage in direct advocacy due to structural or societal barriers. The post-test results imply that students developed a more pragmatic perspective on their role in sustainability, mirroring findings from previous studies, which indicate that initial enthusiasm for environmental activism often moderates as students gain a deeper understanding of sustainability challenges.

Finally, the educational structure of the course may have influenced this shift. The curriculum emphasized critical reflection, individual action, and classroom-based sustainability discussions, making personal responsibility a more immediate actionable concept compared to public advocacy, which often requires external engagement and institutional support. While advocacy remains an important element of eco-literacy, these findings suggest that its perception may shift based on pedagogical approaches, perceived agency, and real-world applicability.

4.2. ELT Students’ Perceptions of Sustainable Language Learning Through Eco-Literacy

This study aims to explore ELT students’ perceptions of eco-literacy for environmental education, as well as the benefits and challenges they face. Regarding the motivations for incorporating environmental topics into ELT, the primary driving force still appears to originate from a growing awareness of sustainability, the need to foster eco-literacy, and the desire to connect language learning with real-world global challenges. The findings suggest that integrating environmental issues into ELT through eco-literacy enhances students’ ability to engage critically with sustainability topics while improving their language skills. The strong preference among students for the topic of urban vs. rural environment over issues like global warming or pollution can be attributed to its immediate relevance and comparative nature. This topic allows students to draw directly from personal experiences and observations, making discussions more tangible and relatable. The inherent requirement to analyze and compare different living conditions encourages critical thinking and engagement. Additionally, the topic’s connection with broader socio-political and ecological discourses, as seen in studies on urbanization’s impact on wildlife [42], political discussions on climate change [43], and urban planning in new cities [44], enriches the educational content. This not only deepens the discussions but also expands the students’ understanding, making the learning experience more comprehensive and engaging.

In this study, students engaged more with comparative environmental discussions, possibly because these topics were more relatable to their lived experiences compared to abstract concepts like global warming. Understanding why this theme resonated more with students could provide valuable insights into learner interests, which may guide materials developers in selecting relevant topics for ELT textbooks. Similarly, Bekteshi and Xhaferi [45] found that 60% of future teachers in Kosovo are aware of Sustainable Development (SD) concepts, with a focus on social issues like education, gender equality, health, poverty, and decent work. However, environmental concerns, referred to as “Planet”, were less emphasized. The study suggests that future teachers are more concerned with social and economic issues, “People” and “Profit”, while environmental goals, “Planet”, are less prioritized.

The process of writing descriptive essays on environmental concerns allowed students to articulate their thoughts, develop arguments, and expand their vocabulary related to climate change, sustainability, and ecological responsibility. This finding is in line with previous studies [46,47,48] that suggest pedagogy for writing descriptive texts fosters students’ academic descriptive writing skills and vocabulary. A key insight from the study is that students viewed eco-literacy as a meaningful aspect of their learning, potentially fostering a wider perspective and greater engagement with environmental issues. This aligns with previous research on sustainability-focused language learning. Reisinger et al. [10] suggest that incorporating sustainability topics into language education fosters deeper cognitive engagement by prompting learners to analyze real-world environmental challenges. Similarly, Jiao et al. [11] emphasize that eco-literacy-based instruction strengthens students’ ability to critically reflect on ecological issues and apply problem-solving skills in language tasks. These studies reinforce the idea that eco-literacy not only enhances language proficiency but also cultivates critical thinking through meaningful, context-driven learning. Supporting this, Rantung et al. [49] explored the use of song lyrics in ELT through paraphrasing, interpretation, and thematic analysis, demonstrating how eco-literacy fosters critical and creative thinking alongside language development. Likewise, Pratiwi et al. [50] found that integrating eco-literacy into ELT helps students acquire essential skills for a smart society by promoting creativity, critical thinking, and a deeper understanding of both environmental issues and language use.

Moreover, the study underscores the emotional and personal bonds students form with environmental topics, aligning with previous research [51,52,53,54]. Writing descriptive essays encouraged students to incorporate personal experiences, cultural insights, and prior knowledge, enhancing the depth and significance of their learning. This emotional engagement can foster a sense of responsibility and agency, motivating students to adopt eco-friendly behaviors beyond the classroom. Similarly, Jodoin [55] found that integrating Education for Sustainable Development (ESD) best practices into English as a Foreign Language (EFL) teaching led to significant positive changes in students’ sense of responsibility and personal norms regarding sustainability. Diavati [56] also found that an enhanced CLIL (Content and Language Integrated Learning) approach significantly boosts student engagement, critical thinking, and academic performance. It bridges the gap between theoretical knowledge and practical application while fostering emotional enthusiasm. However, Holownych [57] found that integrating a waste-reduction curriculum into EFL classes in Taiwan did not significantly change students’ pro-environmental attitudes, and students showed low interest and engagement.

On the other hand, the findings suggest that the use of the online Mind Mapping tool was among the most favored writing techniques, aligning well with participants’ eco-literacy objectives. Similarly, previous studies [58,59] found that using the Mind Mapping technique in writing improved both the ability and motivation of third-semester English students in writing descriptive texts.

Previous research highlights the instructive role of technology in sustainable language development [60,61,62,63,64,65,66]. However, in this study, participants reflected moderate engagement in using digital tools for eco-literacy. In addition, the writing modes, i.e., paper vs. digital, did not display a significant difference in terms of preference. In contrast to the findings of this study, Purwandari [67] found that using Instagram photographs alongside conventional teaching improved students’ descriptive writing skills by enhancing idea generation and text coherence. This suggests that digital tools can play a crucial role in writing development. Similarly, Maskana et al. [68] found that 7th-grade students strongly preferred learning about climate change through audiovisual media rather than traditional text-based materials.

The results of this study indicated that students’ preferences were not influenced by whether they wrote on a computer or paper. Previous studies [69,70] have identified computer-based writing as disadvantageous, as students may lack sufficient proficiency in computer skills. This challenge becomes even more pronounced in ecolinguistic writing, which often requires integrating interdisciplinary concepts, analyzing complex environmental issues, and using specialized terminology. The cognitive load of eco-literacy texts, along with potential technological barriers, may account for students’ lack of strong preference for writing in a computer format.

4.3. ELT Students’ Perceptions of Environmental Education in the ELT Curriculum

The results of the study indicate that ELT students would prefer eco-literacy to be included in the English teaching curriculum on either a compulsory or selective basis. Previous studies [71,72,73] highlight the integration of environmental issues into foreign language instruction, specifically for language proficiency, understanding of sustainability, and increased involvement in a global community. This finding identifies emerging trends and calls for fostering professional communities to support teacher learning and create opportunities for meaningful environmental education in schools. In this regard, Misbah [74] suggests that eco-critical language awareness in English language teaching (ELT) classrooms helps raise awareness about ecological issues and encourages pre-service teachers to reflect on their identities. Bowden [75] emphasizes the growing importance of sustainability in global discourse and its link to education for sustainability with English language teaching (ELT), stating the role educators play in promoting sustainability through what, how, who, and where they teach. Schools serve as socio-institutional agents of “creating understanding about the role of language in representing and shaping natural and social realities”, which plays a crucial role in the future [76]. In this regard, Halliday [77] suggests that the field of applied linguistics also has a responsibility to address issues related to species destruction and environmental pollution.

4.4. ELT Students’ Perceptions of the Benefits and Challenges of Integrating Eco-Literacy into Language Learning

The findings of this study reveal several significant benefits of integrating eco-literacy into English language teaching (ELT). First, students reported heightened environmental awareness as a result of engaging with eco-literacy-focused activities. Through the exploration of ecological themes, such as climate change, green advocation, and global warming, students developed a deeper understanding of environmental issues. This enhanced awareness was not only evident in their written work but also in their ability to discuss environmental concepts with greater knowledge and confidence.

Furthermore, students demonstrated an increased capacity for reflection on global sustainability issues. Eco-literacy prompted students to consider the broader implications of their actions and the interconnectedness of global challenges. The discussions and assignments encouraged critical thinking about how language learning could contribute to addressing these challenges. This reflective process was especially notable in descriptive essays, where students analyzed ecological issues through a critical lens, articulating their thoughts on the global implications of topics such as resource depletion and environmental degradation. In a similar vein, Setyowati et al. [78] found that EFL students viewed writing essays about environmental topics as raising their ecological awareness and critical thinking skills.

In addition to environmental awareness and reflection, the study found that eco-literacy significantly increased student motivation and engagement in language classes. The relevance of ecological topics to students’ lives and the world around them led to more active participation in class discussions. Students expressed a heightened interest in learning English when it was connected to real-world issues, particularly those related to sustainability. This engagement was further fueled by the opportunity to use language in meaningful ways to discuss and reflect on global concerns. As a result, the integration of eco-literacy not only enhanced students’ language proficiency but also deepened their commitment to learning. These findings align with previous research that emphasizes the positive impact of eco-literacy on student engagement and learning outcomes [79].

The findings indicate that one of the main challenges in integrating eco-literacy into language learning is related to vocabulary. Some students struggle with lexical gaps when expressing complex environmental concepts in English, indicating the need for targeted vocabulary instruction. The observed increase in vocabulary difficulties post-intervention likely reflects students’ exposure to more specialized environmental terminology. Accordingly, explicit vocabulary instruction could be integrated into eco-literacy-based ELT to support students in acquiring technical environmental vocabulary. Similarly, Tenridinanti et al. [80] found that high school students struggle with understanding English texts, need report-style reading materials, lack knowledge about climate change, and could benefit from climate-related content to boost their motivation to learn English. As a result, developing supplementary reading materials on climate change tailored to their proficiency was recommended.

In this study, some participants struggled to relate abstract sustainability issues to their everyday experiences, suggesting that more experiential learning activities—such as field observations, project-based tasks, or multimedia resources—could enhance their understanding and engagement. Additionally, the findings suggest that eco-literacy, as an interdisciplinary field, presents challenges in incorporating and using academic language when writing descriptive essays. Similarly, Setyowati [78] found that students’ problems in environmental writing were related to research or information gathering before writing.

The results from the pre-and post-surveys align closely with the qualitative data, providing a comprehensive view of students’ perceptions and experiences regarding eco-literacy in ELT. Both sets of data reveal that students recognize the value of integrating eco-literacy into language education, with notable changes in their environmental awareness and engagement in the post-survey. The qualitative findings further support these results, as students reported a deeper understanding of ecological issues and a stronger connection between language learning and real-world challenges.

5. Conclusions and Implications

This research provides a comprehensive understanding of how eco-literacy influences environmental awareness and sustainable language learning within the realm of English as a Foreign Language education, specifically among ELT students. The findings indicate a moderate positive association among eco-literacy, environmental awareness, and language education. This indicates that engaging in ecological writing may contribute to the enhancement of specific aspects of environmental awareness and language learning objectives.

This study examines the direct relationship between eco-literacy and environmental awareness in English language education through descriptive writing. It enhances our comprehension of the environment, specifically in the educational setting, by emphasizing the advantages and potential disadvantages of incorporating eco-literacy into language learning. The outcomes of this study also present a writing model on eco-literacy, called the “Eco-Writing Model”, developed by the researcher. This model demonstrates how various writing strategies can be applied to enhance students’ understanding and communication of ecological concepts. It provides a structured approach to writing that encourages critical thinking, analysis, and the integration of sustainability themes into written work. By utilizing different descriptive writing techniques, students can explore and articulate environmental issues, fostering both their writing skills and eco-literacy (See Table 1).

The practical implications of these findings are significant for stakeholders in foreign language education. As educational institutions increasingly incorporate environmental themes to support Sustainable Development Goals (SDGs), it is crucial to ensure a balanced approach. Alongside integrating technology, there is a pressing need to maintain and enhance students’ emotional and social skills. In this context, teacher training programs could play a pivotal role. They can weave eco-literacy into English language teaching (ELT) curricula by including sustainability-themed content in language courses and promoting project-based learning. This approach not only makes lessons more relevant and engaging but also encourages students to collaborate across disciplines, deepening their understanding of global issues while improving their language skills.

The findings highlight the need to integrate sustainability themes into ELT curricula through structured writing tasks that promote both linguistic and ecological awareness. Descriptive essay assignments should be enriched with discussions, visual aids, and real-world examples to help students better understand and engage with environmental issues. Additionally, teachers play a crucial role in scaffolding the writing process by providing targeted feedback, encouraging peer review, and incorporating vocabulary-building activities related to sustainability. To enhance student engagement, writing tasks can be combined with interactive learning experiences such as debates, storytelling, and digital storytelling, allowing learners to explore environmental topics in a more dynamic and meaningful way. By embedding sustainability into ELT, educators can foster critical thinking, global citizenship, and a sense of responsibility among students while improving their writing skills.

This study is limited to pre-service ELT students, excluding other disciplines, making cross-disciplinary comparisons beyond its scope. Future research could examine how academic backgrounds influence engagement with eco-literacy and sustainability-focused language instruction. Additionally, the study focuses only on writing skills, leaving its impact on other language skills unexplored. Further studies could investigate how eco-literacy-based activities enhance overall language proficiency.

This study explored ELT students’ perceptions of eco-literacy and its integration into language learning, highlighting both the benefits and challenges they encountered. The findings suggest that eco-literacy fosters greater engagement with environmental issues, enhances critical reflection, and promotes a sense of responsibility, reinforcing the potential for sustainability-focused ELT instruction. However, the study also revealed challenges related to specialized vocabulary acquisition and shifts in students’ perceptions of advocacy, emphasizing the need for structured pedagogical approaches.

Given eco-literacy’s potential to enhance both language proficiency and environmental awareness, integrating sustainability topics into ELT curricula requires a systematic pedagogical approach. One key implication is the need for teacher training programs to incorporate eco-literacy-based instructional strategies. Professional development initiatives should equip educators with the necessary knowledge and methodologies to integrate sustainability themes into language instruction, ensuring that they can facilitate critical discussions, interdisciplinary connections, and real-world applications of eco-literacy. Furthermore, eco-literacy should be embedded in ELT curriculum design through thematic modules, where sustainability issues are contextualized within language learning activities. Project-based learning, interdisciplinary collaboration, and experiential learning strategies can provide students with opportunities to engage in meaningful eco-literacy tasks while simultaneously developing their linguistic competencies. Additionally, explicit vocabulary instruction and supplementary materials should be incorporated to support students in navigating technical environmental terminology within ELT.

To strengthen eco-literacy’s integration into ELT, curriculum developers should systematically incorporate sustainability topics across reading, writing, speaking, and listening activities. Encouraging partnerships between language educators and environmental studies departments can create authentic learning experiences that merge language learning with sustainability education. Implementing student-led sustainability projects fosters language use in real-world contexts while promoting environmental awareness and problem-solving skills. Furthermore, structured vocabulary-building exercises focusing on environmental discourse can help students become more proficient in discussing sustainability topics in English. Digital tools, multimedia resources, and community engagement activities can also reinforce eco-literacy in a dynamic and interactive manner, ensuring that students develop both linguistic and environmental literacy.

While this study focused on students’ perceptions of eco-literacy in writing-focused ELT activities, future research should explore its impact on other language skills, such as reading, listening, and speaking. Additionally, comparative studies across different educational disciplines could provide deeper insights into cross-disciplinary applications of eco-literacy in language education. Examining teacher perceptions of eco-literacy integration and developing evidence-based eco-literacy instructional frameworks would also contribute to enhancing the effectiveness of sustainability-focused language learning. By incorporating these pedagogical strategies and policy considerations, eco-literacy can become a meaningful and sustainable component of ELT, preparing students to engage critically with global environmental challenges while developing their language proficiency.

In conclusion, while eco-literacy offers innovative solutions for language education, educators must carefully consider emotional and social impacts on learners to ensure holistic educational development. By incorporating environmental topics into descriptive essay writing, ELT classrooms can foster both language development and ecological awareness. Despite certain challenges, this approach provides a meaningful context for students to practice writing while reflecting on global issues. Future research could explore additional pedagogical strategies, such as multimodal approaches and interdisciplinary collaboration, to further enhance sustainability education in language learning.