DEVELOPING ENVIRONMENTAL LITERACY THROUGH COOPERATIVE LEARNING IN EFL CLASSROOMS

Environmental literacy is increasingly relevant to university education, while English as a Foreign Language (EFL) classrooms provide opportunities to investigate environmental problems through purposeful interaction. This theoretical–methodological study examines how cooperative learning can organize environmental content and language practice within a coherent instructional framework. The analysis draws on social interdependence theory, cooperative learning research, communicative language pedagogy, and education for sustainable development. Through conceptual comparison and pedagogical synthesis, the study proposes a five-phase Eco-Cooperative Literacy Framework that integrates question formulation, differentiated information processing, peer explanation, collaborative decision-making, and reflective assessment. Jigsaw and Group Investigation are examined as complementary structures for combining environmental knowledge, critical evaluation, and English-language interaction. The proposed model distinguishes ecological knowledge, evidence appraisal, perspective-taking, and justified action from linguistic accuracy and interactional performance. Its contribution is a transparent alignment of objectives, task design, and assessment criteria rather than a claim of empirically demonstrated effectiveness. The framework offers an adaptable basis for environmentally focused university EFL instruction and future classroom validation. Keywords: environmental literacy; cooperative learning; English as a Foreign Language; sustainability education; Jigsaw; collaborative interaction