Sustainability-Oriented pedagogy as a socio-economic strategy: A mixed-methods empirical study in Mexican FLE education

Abstract Sustainability-oriented pedagogy has emerged as a key priority in higher education, particularly in emerging economies where environmental deterioration, socio-economic inequality, and structural vulnerabilities converge. This mixed-methods empirical study examines the socio-economic, linguistic, and ecological impact of sustainability-based instructional interventions implemented within a French as a Foreign Language (FLE) program at the University of Colima, Mexico. Four pedagogical projects—Linguistic Garden, Sustainable Recipes, a circular-economy flea market, and structured sustainability debates—were deployed over one semester. Quantitative analyses based on a dataset (N = 48) indicate substantial gains in ecological awareness (+32%), responsible consumption attitudes (+27%), and oral fluency development (+18%). Qualitative findings drawn from students’ reflective journals and class observations reveal deepened socio-economic consciousness, heightened civic engagement, and meaningful linguistic progress. Participant narratives highlight behavioral changes beyond the classroom, including reduced waste generation, increased preference for local products, improved awareness of food systems, and greater ecological responsibility. The findings underscore the potential of language programs to cultivate ecological citizenship, socio-economic awareness, and civic participation alongside linguistic-development goals. The study provides a framework for embedding sustainability transversally into language curricula and offers implications for educational policy, curriculum design, and pedagogical innovation.