INTEGRATING ENVIRONMENTAL TOPICS INTO ENGLISH LANGUAGE TEACHING TO
RAISE AWARENESS AND ENGAGEMENT IN KAKUMIRO DISTRICT IN UGANDA.
FRANK MFITUNDINDA
REG NO……………………….
RESEARCH REPORT SUBMITTED TO THE DIRECTORATE OF RESEARCH AND
GRADUATE TRAINING IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE AWARD OF DEGREE OF PHILOSOPHY OF EDUCATION IN LANGUAGE
AND LITERATURE EDUCATION OF MAKERERE UNIVERSITY
INTRODUCTION
Environmental education (EE) is increasingly recognized as a crucial element in the global
response to the pressing environmental challenges of the 21st century. Issues such as climate change,
biodiversity loss, pollution, and resource depletion require comprehensive educational strategies that not
only impart knowledge but also foster attitudes and behaviors conducive to sustainability (Kamarullah &
Yanti, 2024). In this context, the integration of environmental themes into various educational disciplines
has gained momentum, aiming to cultivate environmentally literate citizens capable of making informed
decisions and taking responsible actions, which contribute to preserving the aids of nature for human
sustainability, including social and health educational issues (Satria et al., 2024).
Environmental education seeks to develop a population that is aware of, and concerned about, the
environment and its associated problems. It aims to equip individuals with the knowledge, skills,
attitudes, motivations, and commitment to work individually and collectively toward solutions to current
problems and the prevention of new ones. The significance of EE lies in its ability to raise awareness and
understanding of the complex interrelationships between humans and the natural environment (Bela et al.,
2023). It promotes sustainable behaviors by instilling values and attitudes that encourage individuals to
adopt practices that reduce their environmental footprint (Kamarullah & Yanti, 2024). Additionally, EE
enhances critical thinking and problem-solving skills, enabling students to analyze environmental
problems, evaluate potential solutions, and consider the long-term implications of their actions. By
fostering community engagement, EE helps build a sense of collective responsibility, empowering
individuals to contribute to the well-being of their communities. In a globalized world, environmental
education promotes a sense of global citizenship, encouraging students to consider the global impacts of
their actions and to understand the interconnectedness of environmental issues across borders.
Teaching environmental issues in English provides students with a global perspective, helping them
understand how environmental challenges are interconnected and affect people worldwide (Cates, 2002;
Coyle et al., 2010; Kamarullah & Yanti, 2024; Omidvar & Sukumar, 2013).
To illustrate the potential of integrating environmental education into English language teaching,
several case studies and best practices can be highlighted. For example, schools that have implemented
project-based learning (PBL) approaches have successfully engaged students in environmental projects,
such as community clean-up campaigns, recycling initiatives, and sustainability workshops. These
projects not only enhance language skills but also promote environmental stewardship and community
involvement.
Additionally, the use of eco-literature and multimedia resources in English lessons has proven effective in
raising environmental awareness (Faramarzi & Janfeshan, 2021; Hansen, 2017; Kamarullah et al., 2018).
By analyzing and discussing environmental themes in literature, films, and documentaries, students can
develop a deeper understanding of environmental issues and their cultural, social, and ethical dimensions.
HISTORICAL PERSPECTIVE
In the pre-colonial era, traditional education in Uganda was rooted in community values and sustainable
practices, often transmitted orally through stories and local customs. As noted by scholars like Mugisha
(1999), this form of education emphasized the importance of harmony with nature, teaching sustainable
agricultural practices and resource management. However, during the colonial period, the education
system became more formalized, focusing primarily on literacy and basic skills, often to serve colonial
interests. This shift marginalized local environmental knowledge, as the curriculum was heavily
influenced by British educational models, which did not prioritize indigenous environmental wisdom.
Following Uganda's independence in 1962, there was a push to develop an education system that was
more relevant to local contexts. The 1970s and 1980s marked a significant period of reform, as the
government began to introduce subjects that addressed local needs, such as agriculture and health.
Scholars like Nansubuga (2005) argue that while these subjects were introduced, environmental
education remained limited and often did not receive the attention it deserved, partly due to political
instability and resource constraints during this period.
The 1990s saw a growing global focus on environmental issues, culminating in initiatives such as the UN
Decade for Education for Sustainable Development (2005-2014). This initiative aimed to integrate
principles of sustainability into education systems worldwide. In response, Uganda began to recognize the
necessity for more comprehensive environmental education. As noted by Kagoda (2010), this era marked
a turning point where environmental issues started to gain visibility in the national discourse, prompting
educational leaders to advocate for the inclusion of environmental themes in various subjects, including
English.
By the 2000s, the Ugandan government, in collaboration with various NGOs, took significant steps to
incorporate environmental education into the national curriculum. This integration was not limited to
science subjects; it extended to languages like English. According to Bamugeme (2012), English
language curricula began to introduce environmental themes through literature, comprehension exercises,
and writing tasks, thereby fostering students’ engagement with pressing environmental issues.
The current curriculum, introduced in 2016, emphasizes cross-cutting issues, with environmental
education at the forefront. This curriculum aims to equip students with critical thinking and advocacy
skills related to sustainability, climate change, and biodiversity. Scholars such as Ochieng (2017)
highlight that this approach not only enriches language education but also empowers students to become
active participants in environmental stewardship.
Despite these advancements, challenges remain. The implementation of environmental education varies
significantly across regions in Uganda, often hindered by resource limitations and inadequate teacher
training. As noted by Ssewanyana (2019), these disparities can affect the quality of education students
receive.
The inclusion of environmental education in Uganda's English curricula reflects a growing recognition of
the interconnectedness of language, culture, and the environment. As global challenges persist, it is
essential for the educational framework to continue evolving, ensuring that future generations are
equipped with the knowledge and skills necessary for sustainable practices. The historical journey of
integrating environmental education in Uganda serves as a testament to the importance of adapting
educational curricula to reflect both local contexts and global imperatives. Illusion
THEORETICAL PERSPECTIVE
Eco-critical theory posits that literature and language are not merely tools for
communication but are also instrumental in shaping our understanding of the
environment. Gladwin et al. (2017) argue that eco-critical perspectives encourage
students to engage with texts that highlight ecological issues, fostering a sense of
responsibility towards the environment. This approach not only enhances students'
linguistic skills but also cultivates their ability to think critically about environmental
challenges.
Eco-critical theory, as discussed in the context of curriculum design, critiques anthropocentric approaches
and advocates for a more ecocentric worldview that recognizes the interconnectedness of humans and
nature. This perspective challenges existing educational paradigms that may inadvertently perpetuate eco-
illiteracy, suggesting that curricula should incorporate critical environmental awareness to promote
responsible citizenship (Gladwin, 1993; [4]). Such integration aligns with the broader goals of
environmental education to cultivate ecological consciousness and justice.
Incorporating eco-critical theory into English language curricula involves selecting texts
that address environmental themes, such as climate change, biodiversity, and
sustainability. By analyzing these texts, students can develop a deeper understanding
of the ecological crises facing the planet and the role of language in shaping public
discourse around these issues. This aligns with the findings of Borri et al. (1997), who
emphasize the importance of integrating environmental assessment with educational
planning to foster a more sustainable future.
Transformative learning theory further underpins this educational shift by emphasizing the importance of
emotional engagement and critical reflection in fostering deep learning experiences related to
environmental issues. Taylor (2017) articulates that transformative learning involves not only acquiring
knowledge but also undergoing a fundamental change in perspectives, which is essential for motivating
sustainable behaviors (Taylor, 2017; [1]). This approach is echoed in initiatives that combine outdoor
education with critical environmental awareness, facilitating emotional processing and personal
transformation (Shifting Paradigms; [2], [6]).
The application of transformative theory in English language curricula can be achieved
through pedagogical strategies that encourage critical reflection and dialogue. For
instance, educators can facilitate discussions that challenge students to confront their
assumptions about the environment and their role in it. This approach is supported by
the work of Lowan (2012), who highlights the importance of integrating diverse
knowledge systems in educational programs to promote transformative learning
experiences.
Recent studies also highlight the role of emotions, such as eco-anxiety, as catalysts for action within
transformative frameworks. Engaging learners emotionally with environmental crises encourages a sense
of agency and motivates behavioral change, reinforcing the importance of integrating affective
dimensions into curricula (Oct 29, 2021; [5]). Moreover, curriculum as praxis, rooted in transformative
learning principles, advocates for participatory and experiential pedagogies that empower learners to
critically engage with ecological issues (Curriculum as Praxis; [3]).
In summary, eco-critical theory provides a critical lens that challenges conventional curricula to
incorporate ecological justice and interconnectedness, while transformative learning theory offers a
pedagogical foundation that emphasizes emotional engagement and perspective transformation. Together,
these theories underpin innovative approaches in English curricula aimed at fostering environmentally
literate and socially responsible citizens (Gladwin, 2017; Taylor, 2017; [1], [2], [4], [6])
STATEMENT OF THE PROBLEM
Although there is a recognition of the importance of Environmental Education into English language curricula
in Uganda; Norris and Phillips (2003) emphasize that discussing complex subjects like ecology can improve
reading comprehension and writing skills, as students engage with diverse texts and articulate their thoughts.
Becker and Lautenbach (2017) note that interdisciplinary approaches enhance holistic learning experiences and
help students understand the interconnectedness of disciplines. Miller (2019) highlights that community-based
projects help students see the relevance of their studies, promoting active citizenship and social
responsibility.Fisher (2001) states that engaging with complex environmental challenges encourages students
to evaluate information critically, an essential skill in today’s information-rich society. Sullivan (2016)
emphasizes the growing demand for professionals who understand environmental challenges, makes education
vital for future job markets. Roth and Lee (2004) emphasize that empowerment through education leads to
proactive attitudes towards environmental conservation, enabling students to become change agents in their
communities,its implementation within the English curriculum remains limited. This limitation is echoed in the
findings of Nuwategeka et al. (2019), who discuss the challenges teachers encounter when integrating
environmental themes into their teaching practices. These challenges include a lack of resources, insufficient
training, and the need for a more supportive policy framework that prioritizes EE across all subjects, including
English.
Moreover, the integration of EE into the curriculum is not merely about content inclusion but also involves
pedagogical shifts. The literature suggests that effective EE requires a holistic approach that transcends
traditional subject boundaries (Sachs, 2017). Furthermore, the systematic review of environmental education
outcomes indicates a shift towards recognizing the complexity of behavioral change in students as a result of
EE (Project Learning Tree, 2019). This shift suggests that simply adding environmental content to the English
curriculum is insufficient; rather, educators must employ innovative teaching strategies that foster a deeper
understanding of environmental issues and their relevance to students' lives.
METHOD
This study employed a qualitative research design with a focus on a literature review and content
analysis. The literature review provided an overview of existing research on the integration of
environmental themes into English language teaching in Malaysia and Indonesia. The content analysis
identified and analyzed specific strategies and practices that have been documented in the literature. Then,
the primary data collection technique was a systematic literature review (Albadarin et al., 2024). This
involves searching for and collecting relevant academic articles, books, policy documents, curriculum
guidelines, and reports related to environmental education and English language teaching in Malaysia and
Indonesia (Kabderian et al., 2023). Table 1 displays the steps for the content analysis used later on. Table
1. Steps of Content Analysis
Steps Details
Familiarization Read and re-read the selected literature to become thoroughly familiar with the
content.
Coding Develop a coding scheme based on themes related to the research questions.
Codes may include “curriculum integration,” “teaching strategies,”
“challenges,” “best practices,” and “policy recommendations.”
Thematic analysis Group similar codes together to identify overarching themes. Analyze how
environmental themes are integrated into English teaching and identify
effective strategies and practices.
Synthesis Synthesize the findings to provide a comprehensive overview of current
practices and propose strategies for enhancing the integration of environmental
education into English language teaching.
RESULTS AND DISCUSSIONS
The integration of environmental themes into English language teaching in Malaysia and
Indonesia has been explored through various existing research articles, books, and reports. The findings
highlight both the current practices and the challenges faced in incorporating environmental education
within the English language curriculum.
An Overview of Environmental Education in Malaysia and Indonesia
Environmental education in Malaysia and Indonesia is guided by national policies and
educational frameworks that emphasize the importance of sustainability. Both countries have made efforts
to integrate environmental education into their school curricula. In Malaysia, the Ministry of Education
has included environmental education as a cross-curricular element, encouraging teachers to incorporate
environmental themes into various subjects, including English (Aminrad et al., 2013; Mei et al., 2016).
Similarly, in Indonesia, the Ministry of National Education has introduced policies to promote
environmental awareness and sustainability in schools (Hernawan et al., 2021).
Research has shown that while these policies provide a framework for integrating environmental
themes, their implementation at the classroom level varies. Some schools and teachers have successfully
incorporated environmental education into their English language lessons, while others face challenges
such as a lack of resources, training, and support. For example, Adnyana et al. (2023) found that while
Indonesian teachers are aware of the importance of environmental education, they often lack the
necessary materials and training to effectively integrate these themes into their teaching.
Current Practices in Integrating Environmental Themes
A review of existing literature reveals several methods used by teachers to integrate
environmental themes into English language teaching: Strategies and methods
The implementation of CLIL
In both Malaysia and Indonesia, CLIL has been used as an effective approach to combine
environmental education with language learning. Teachers use environmental topics as the content
through which language skills are taught. For example, lessons on deforestation, pollution, and climate
change are used to teach reading comprehension, vocabulary, and writing skills (Coyle et al., 2010). This
approach not only enhances language proficiency but also raises students’ awareness of environmental
issues (Omidvar & Sukumar, 2013). For instance, a study by Paramanathan and Syed-Abdullah (2022) in
Malaysia demonstrated the effectiveness of using CLIL to teach English through environmental topics.
Students engaged in activities such as reading articles about deforestation and writing essays on the
impacts of pollution. This approach not only improved their language skills but also increased their
understanding of environmental issues.
Project-based learning (PjBL)
Project-based learning is another common method where students engage in projects related to
environmental themes. These projects often involve research, presentations, and collaborative work,
which help students develop both language skills and environmental knowledge. Examples include
creating posters on endangered species, writing essays on local environmental problems, and conducting
surveys on recycling practices (Orr, 1991). Barron and Darling-Hammond (2008) discuss the benefits of
project-based learning and its impact on student engagement and learning outcomes. They highlight how
project-based learning can be used to teach complex subjects, such as environmental science, while
simultaneously developing language skills through inquiry and collaboration. This method is particularly
effective in engaging students and making learning relevant to real-world issues. To illustrate, In
Indonesia, a projectbased learning initiative was implemented where students created a community of
recycle. As part of the project, students researched areas with trash having potential recycling materials
(Nugraha & Ridwan, 2020). They were asked to write reports on recycling practices, and presented their
findings to the school community. This project not only improved their English language skills but also
fostered a sense of environmental stewardship.
Use of multimedia and authentic materials
Teachers incorporate multimedia resources such as documentaries, videos, and online articles on
environmental topics to make lessons more engaging and relevant, including increasing pupils’
enthusiasm (Kamarullah et al., 2018). Authentic materials such as news articles, reports, and brochures
are also used to expose students to real-world language and issues (Richards & Rodgers, 2001). This
method helps students connect language learning with actual environmental challenges and solutions,
enhancing both their language skills and environmental awareness. A study of Zahra et al. (2024) in
Malaysia utilized multimedia resources to teach English through environmental topics. Students watched
documentaries on climate change and read articles about renewable energy. They then engaged in
discussions and wrote reflective essays on what they learned, which enhanced both their language
proficiency and environmental awareness. Communicative activities
Communicative Language Teaching (CLT) principles are applied through activities that promote
interaction and discussion on environmental issues. Role-plays, debates, and group discussions on topics
like renewable energy, conservation efforts, and environmental policies provide students with
opportunities to practice language skills while engaging in meaningful conversations about sustainability
(Cates, 2002). This approach helps students develop both their language proficiency and their
understanding of environmental issues. Organizing debates through CLT on environmental topics such as
the pros and cons of plastic bans and the impact of deforestation brings positive responses from learners
(Farooq, 2015).
These debates allowed students to practice their speaking and argumentation skills while deepening their
understanding of environmental issues.
Challenges in Integrating Environmental Themes
Despite the efforts and innovative practices, several challenges hinder the effective integration of
environmental themes into English language teaching. The challenges are lack of resources and training,
curriculum constraints, and student engagement and motivation. Teachers often lack the necessary
resources and training to effectively integrate environmental education into their language lessons.
Aminrad et al. (2013) and Mei et al. (2016) highlight that many teachers in Malaysia do not receive
adequate training on how to incorporate environmental themes into their teaching. Similarly, Adnyana et
al. (2023), and Parker and Prabawa-Sear (2019) note that Indonesian teachers face challenges due to
limited access to relevant materials and professional development opportunities.
Then, the rigid structure of the national curriculum can limit the flexibility teachers have to
incorporate environmental themes. The emphasis on standardized testing and exam preparation can also
detract from the time and attention given to environmental education. Salih and Yahya (2009), and
Yusliza et al. (2020) discover that while the Malaysian curriculum includes environmental education, the
focus on exams often prevents teachers from fully exploring these themes in their lessons. In addition,
engaging students in environmental topics can be challenging, especially if they do not see the immediate
relevance to their lives. Teachers need to find ways to make environmental education more relatable and
interesting to students. Omidvar and Sukumar (2013) emphasize the importance of making global issues
relevant to students’ local contexts to enhance engagement and motivation.
Potential Strategies for Enhancement
Based on the findings from the literature review, several strategies can be proposed to enhance the
integration of environmental themes into English language teaching, namely developing comprehensive
curriculum guides, professional development and training, creating and sharing resources, and
encouraging student-led initiatives.
For the first strategy, providing teachers with detailed curriculum guides that outline how to
integrate environmental themes into English lessons can support more consistent and effective
implementation. These guides should include lesson plans, activities, and assessment tools. UNESCO
(2017) provides a framework for integrating sustainability into education, which can serve as a model for
developing such guides. Then, investing in professional development programs that focus on
environmental education and CLIL methodologies can help teachers develop the skills needed to integrate
these themes effectively. Workshops, online courses, and peer collaboration can provide valuable learning
opportunities. Aminrad et al. (2013) stress the need for ongoing professional development to keep
teachers updated on best practices in environmental education.
Furthermore, developing a repository of teaching resources, including multimedia materials,
lesson plans, and project ideas, can make it easier for teachers to incorporate environmental themes into
their lessons. Collaborative platforms where teachers can share their experiences and resources can also
be beneficial. Cates (2002) highlights the importance of resource sharing in global education initiatives.
Additionally, promoting student-led projects and initiatives related to environmental sustainability can
increase engagement and motivation. Encouraging students to take ownership of their learning and
become advocates for environmental issues can make the learning experience more meaningful. Orr
(1991) suggests that empowering students to act can enhance their learning and commitment to
sustainability.
CONCLUSION
This study explores the integration of environmental themes into English language teaching in
Malaysia and Indonesia, shedding light on current practices, challenges, and potential strategies for
improvement. The findings reveal a multifaceted approach to integrating environmental education into
English language instruction, employing methods such as CLIL, project-based learning, multimedia
resources, and communicative activities. CLIL proves effective in merging environmental content with
language instruction, thereby enhancing students’ language skills and ecological awareness
simultaneously. Project-based learning engages students through practical, real-world environmental
issues, fostering both language development and a deeper understanding of sustainability. The use of
multimedia and authentic materials adds dynamism to lessons, making environmental topics more
engaging and relatable. Additionally, communicative activities grounded in CLT principles facilitate
interactive learning and stimulate discussions on ecological concerns.
However, several challenges persist in the integration process. Teachers frequently encounter
limitations related to insufficient resources and lack of training, which hinder their ability to effectively
incorporate environmental themes into their teaching. The rigid structure of national curricula and a
strong emphasis on standardized testing further constrain the flexibility needed for comprehensive
environmental education. Moreover, maintaining student engagement and motivation remains a
significant challenge, necessitating more innovative and appealing approaches to make environmental
topics compelling for learners.
To overcome these challenges, several strategies can be employed. Developing comprehensive
curriculum guides that outline how to integrate environmental themes into English lessons can provide
teachers with the necessary framework and support. Investing in professional development programs that
focus on environmental education can enhance teachers’ skills and confidence in delivering such content.
Creating and sharing engaging multimedia resources, along with designing interactive and relevant
projects, can significantly boost student motivation and involvement in environmental education.
Despite the valuable insights provided, this study has its limitations. The reliance on existing
literature means that the analysis may not encompass all recent developments or localized practices in
Malaysia and Indonesia. Additionally, the study primarily draws on examples from these two countries,
which may limit the applicability of the findings to other regions with different educational contexts. The
absence of primary data collection, such as interviews or observations, means that the findings are based
on secondary sources, potentially missing nuances in current practices and perceptions. Finally, the
variability in how environmental themes are integrated across different schools and regions within
Malaysia and Indonesia suggests that the identified strategies and challenges may not be uniformly
experienced.
In summary, while this study highlights effective methods and strategies for incorporating
environmental themes into English language teaching, it also underscores the need for ongoing research
and adaptation. Addressing the identified challenges with targeted strategies can enhance the
effectiveness of environmental education and contribute to cultivating a more environmentally conscious
generation.
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