INTEGRATING LANGUAGE LEARNING AND SUSTAINABILITY EDUCATION: AN ECOLINGUISTIC DIGITAL APPROACH

Abstract

This study examines the integration of language learning and sustainability education through an ecolinguistic digital approach in English as a Foreign Language (EFL) contexts. Responding to the increasing global demand for interdisciplinary education aligned with sustainability goals, this study proposes the Ecolinguistic Digital Learning (EDL) model as an innovative pedagogical framework that integrates ecolinguistic perspectives with digital learning environments. A quasi-experimental design was employed involving undergraduate EFL students to investigate the effectiveness of the model in enhancing students’ literacy skills and ecological awareness. The findings revealed that the use of social media-based environmental discourse significantly improved students’ reading and writing performance. In addition, students demonstrated increased awareness of sustainability issues, including climate change, plastic pollution, and environmental conservation. Qualitative data further indicated that students developed critical literacy skills by analyzing ecological narratives and reflecting on how language constructs environmental meanings. The integration of multimodal digital content also contributed to higher levels of student engagement and participation in learning activities. This study contributes to the field of sustainability-oriented language education by providing empirical evidence on how ecolinguistic analysis and digital learning can be effectively combined in EFL classrooms. The findings suggest that language education can play a strategic role in promoting ecological awareness and supporting sustainable development through meaningful, context-based, and digitally mediated learning experiences.