Universitas Islam Negeri Raden Mas Said Surakarta
Said Annual Roundtable on Indonesia and Religious Affairs

Promoting Environmental Awareness through ELT for Young Learners

Date Published : 8 October 2025

Contributors

Atin Kurniawati

Author

Keywords

Green Education EFL Young Learners Environmental Awareness Qualitative Research

Proceeding

Vol. 1 No. 1 (2025): Proceeding of Said Annual Roundtable on Indonesia and Religious Affairs

Track

General Track

License

Copyright (c) 2025 Said Annual Roundtable on Indonesia and Religious Affairs

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Abstract

This qualitative study explores the integration of green education into English language teaching (ELT) for young learners through the perspective of an EFL teacher. Using semi-structured interviews and document analysis, the research investigates the teacher’s strategies, challenges, and the broader implications of promoting environmental awareness in early language education. The findings reveal several key strategies employed by the teacher, including incorporating environmental themes into learning materials, linking ecological responsibility to Quranic teachings, and guiding students to think critically about environmental issues, their effects, and potential solutions. These approaches not only enhance language skills but also foster a sense of environmental stewardship among young learners. However, the study also identifies significant challenges, such as the scarcity of age-appropriate learning materials focused on environmental issues and the lack of specialized training for teachers in sustainability education. The implications of this study highlight the potential of ELT to instill environmental values from an early age, emphasizing the role of teachers in shaping eco-conscious behaviors. However, the lack of institutional support and tailored materials underscores the necessity for curriculum developers and policymakers to prioritize green education in language teaching. By addressing these gaps, educators can more effectively combine language acquisition with sustainability education, preparing young learners to become proactive participants in environmental conservation

References

Ardoin, N. M., Bowers, A. W., & Gaillard, E. (2020). Environmental education outcomes for conservation: A systematic review. Biological Conservation, 241, 108224. https://doi.org/10.1016/j.biocon.2019.108224
Borg, S. (2018). Evaluating the Impact of Professional Development. RELC Journal, 49(2), 195-216. https://doi.org/10.1177/0033688218784371
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. DOI:10.3316/QRJ0902027
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI:10.1191/1478088706qp063oa
Cates, K. A. (2004). Teaching for a better world: Global issues and language education. Human Rights Education in Asian Schools, 7, 41-52. Retrieved from: https://www.hurights.or.jp/archives/pdf/asia-s-ed/v05/06cates.pdf
Chawla, L. (2020). Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People and Nature, 2(3), 619-642. https://doi.org/10.1002/pan3.10128
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press. https://doi.org/10.1017/9781009024549
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design (4th ed.). Sage.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles. Annual Review of Applied Linguistics, 31, 182-204. DOI:10.1017/S0267190511000092
Davis, J. (2009). Revealing the research 'hole' of early childhood education for sustainability: A preliminary survey of the literature. Environmental Education Research, 15(2), 227-241. https://doi.org/10.1080/13504620802710607
Gottlieb, R. S. (2006). A greener faith: Religious environmentalism and our planet's future. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195176483.001.0001
Gruenewald, D. A. (2014). Place-based education: Grounding culturally responsive teaching in geographical diversity. In D. A. Gruenewald & G. A. Smith (Eds.), Place-based education in the global age (pp. 137-153). Routledge. https://doi.org/10.4324/9781315769844
Goulah, J. (2017). Climate change and TESOL: Language, literacies, and the creation of eco-ethical consciousness. TESOL Quarterly, 51(1), 90-114. https://doi.org/10.1002/tesq.277
Gunay, B., Feride, M., Aydan, R., Fidan, N., Aysel, M. (2024). Integrating Green Education into English Language Learning. Promoting Sustainability Through Language Education. In: Mammadov, F.S., Aliev, R.A., Kacprzyk, J., Pedrycz, W. (eds) International Conference on Smart Environment and Green Technologies – ICSEGT2024. ICSEGT 2024. Lecture Notes in Networks and Systems, vol 1252. Springer, Cham. https://doi.org/10.1007/978-3-031-81564-5_1
Gürsoy, E., & Sağlam, G. T. (2011). Educating the future English language teachers towards environmental awareness. Procedia - Social and Behavioral Sciences, 15, 817-821. https://doi.org/10.19030/jier.v7i4.6046
Jacobs, G. M., & Goatly, A. (2000). The treatment of ecological issues in ELT coursebooks. ELT Journal, 54(3), 256-264. https://doi.org/10.1093/elt/54.3.256
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239-260. DOI:10.1080/13504620220145401
Kopnina, H., & Cherniak, B. (2020). Neoliberalism and justice in education for sustainable development: A call for inclusive pluralism. Environmental Education Research, 26(6), 792-811. https://doi.org/10.1080/13504622.2016.1149550
Lovat, T., & Toomey, R. (Eds.). (2007). Values education and quality teaching: The double helix effect. David Barlow Publishing. Retrieved from: https://link.springer.com/book/10.1007/978-1-4020-9962-5
McKeown, R., & Hopkins, C. (2010). EE and ESD: Two paradigms, one crucial goal. Applied Environmental Education & Communication, 9(2), 70-74. https://doi.org/10.1080/15330150591004616
Sterling, S. (2010). Learning for resilience, or the resilient learner? Towards a necessary reconciliation in a paradigm of sustainable education. Environmental Education Research, 16(5-6), 511-528. https://doi.org/10.1080/13504622.2010.505427
Stevenson, R.B., Brody, M., Dillon, J., & Wals, A.E.J. (Eds.). (2013). International Handbook of Research on Environmental Education (1st ed.). Routledge. https://doi.org/10.4324/9780203813331
Stibbe, A. (2015). Ecolinguistics: Language, ecology and the stories we live by. Routledge. https://doi.org/10.4324/9781315718071
UNESCO. (2019). Education for sustainable development: A roadmap. UNESCO Publishing. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000374802
UNESCO. (2020). Learn for our planet: A global review of how environmental issues are integrated in education. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000377362.locale=en
Wals, A. E., & Benavot, A. (2017). Can we meet the sustainability challenges? The role of education and lifelong learning. European Journal of Education, 52(4), 404-413. https://doi.org/10.1111/ejed.12250
Yu, B., Guo, W. Y., & Fu, H. (2024). Sustainability in English Language Teaching: Strategies for Empowering Students to Achieve the Sustainable Development Goals. Sustainability, 16(8), 3325. https://doi.org/10.3390/su16083325

Downloads

How to Cite

Atin Kurniawati, A. K. (2025). Promoting Environmental Awareness through ELT for Young Learners. Said Annual Roundtable on Indonesia and Religious Affairs, 1(1), 179-190. https://conferences.uinsaid.ac.id/sarira/paper/view/289