Enhancing students’ environmental competence through green language instruction in higher education

This study examines the impact of green language education as an interdisciplinary pedagogical approach on enhancing environmental competence and foreign language skills among university students. In the context of escalating global environmental challenges, higher education institutions are increasingly expected to develop not only professional competences but also ecological literacy and sustainable attitudes. The paper explores how the integration of sustainability-related content into English language instruction contributes simultaneously to environmental awareness, critical thinking, and linguistic development. A mixed-methods research design was employed, combining quantitative surveys and qualitative classroom observations involving 33 undergraduate students and 15 language instructors. Quantitative data were analysed using descriptive statistics and correlational analysis, while qualitative data were thematically coded. Findings indicate that project-based learning, collaborative discussions, and eco-focused assignments contribute to the development of students’ environmental competence while also enhancing reading comprehension, vocabulary acquisition, writing skills, and oral fluency. Despite positive outcomes, challenges related to teacher readiness, curriculum constraints, and limited instructional resources persist. The study concludes with recommendations for curriculum redesign, professional development, and future longitudinal research.