Environmental Awareness in Language Education: A PRISMA-Guided Systematic Review for Sustainability Discourse

This study examines how environmental awareness is integrated into language education by analyzing trends, pedagogical approaches, and implementation challenges reported in recent scholarly literature. The significance of this study lies in its contribution to current environment and sustainability discussions, which highlight the need for interdisciplinary approaches to sustainability education. By demonstrating how language education can serve as an effective platform for fostering ecological awareness and pro-environmental behavior, this research underscores the role of humanities-based disciplines in supporting broader environmental and sustainability goals. A systematic literature review was conducted using the PRISMA protocol, with data retrieved from the Scopus database. The review identifies a range of strategies for embedding environmental themes into language teaching, including project-based learning, content- based instruction, and the use of multimodal environmental resources. Findings indicate a growing global interest in linking language learning with environmental education; however, several barriers remain, such as limited instructional materials, insufficient teacher training, and inconsistent institutional support. The paper concludes with recommendations for educators and policymakers to strengthen the integration of environmental topics within language learning frameworks.