Is Eco literacy Integration Feasible? Insights from English Language Lecturers on Critical Reading
DOI:
https://doi.org/10.21009/ishel.v1i1.56571Keywords:
critical reading, ecoliteracy, perception, higher educationAbstract
Indonesia is facing critical environmental challenges such as deforestation, pollution, and climate change that pose serious threats to sustainability and public well-being. In response, education plays a vital role in promoting ecoliteracy and equipping learners to become environmentally responsible citizens. This study explores the integration of ecoliteracy into critical reading instruction in Indonesian higher education by examining English lecturers’ perceptions, teaching practices, and challenges. A qualitative case study approach was employed, involving three lecturers from a private university in Jakarta selected for their experience in teaching critical reading and interest in sustainability. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. The findings reveal that lecturers view ecoliteracy as a transformative process that fosters environmental awareness, ethical responsibility, and critical reflection. Critical reading is seen as a suitable platform due to its focus on analyzing texts and underlying ideologies. However, exam-oriented curricula, a lack of localized materials, and unclear assessment strategies hinder implementation. The study concludes that with institutional support, curriculum flexibility, and targeted teacher training, ecoliteracy can be effectively embedded into English language instruction to enhance sustainability education and foster ecological citizenship among students.
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