Integrating Ecotheology into English language teaching: A conceptual framework for ecological awareness

Abstract

This article examines the potential integration of ecotheology into English Language Teaching (ELT) as a value-based approach to sustainability education. While environmental themes have been introduced in ELT, the spiritual–ethical foundations of ecological responsibility remain largely unexplored. Using a narrative literature review and thematic synthesis, this study analyzes recent works on ecotheology, eco-pedagogy, and Education for Sustainable Development (ESD). The review identifies key ecotheological principles—stewardship, sacredness of nature, justice, simplicity, and interconnectedness—and highlights their relevance to educational practices. Findings suggest that ELT offers flexible spaces for embedding ecological values through thematic content, reflective tasks, and project-based activities. The study proposes a Value-Based Ecotheological ELT Framework that integrates moral ecology with language learning. The framework contributes conceptually to sustainability-oriented ELT and opens avenues for future empirical research.