Theoretical Praxis in Environmental Education within EFL Contexts

Abstract

The intersection of environmental education (EE) and English as a Foreign Language (EFL) instruction presents a transformative opportunity to cultivate ecological literacy while enhancing linguistic competencies. This study explores emerging trends and theoretical praxis in integrating sustainability discourse into EFL curricula, highlighting the roles of ecological literacy, critical eco-pedagogy, and multiliteracies pedagogy. Through bibliometric and qualitative content analysis, we examine five decades of research on EE within EFL contexts, identifying dominant theoretical frameworks, pedagogical approaches, and key research gaps. Findings reveal a growing global emphasis on sustainability in language education, driven by multiliteracies-based methodologies that incorporate digital media, critical discourse analysis, and experiential learning. Despite increasing recognition of EE’s role in EFL, challenges persist in pedagogical implementation, particularly in resource-limited contexts. This study argues that embedding EE in language instruction fosters not only communicative competence but also critical awareness of environmental issues, empowering learners to become agents of sustainable change. The findings contribute to a broader dialogue on integrating sustainability into education, aligning with global environmental and educational policy frameworks.