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Abstract
Climate change is a crucial topic to be included in the Grade 7 Junior High English book, highlighting its significance in educating students about the causes, impacts, and potential solutions to this global issue. This study focuses on conducting a need analysis related to the use of audiovisuals in learning climate change within the context of EFL classrooms as needs analysis will inform us what is suitable for 7th grade students who have just started learning English formally. Specifically, the research investigates the requirements of 7th-grade students at MTs Negeri 2 Palembang for audiovisual resources to enhance climate literacy. Employing a mixed-method approach, combining quantitative and qualitative data collection methods such as questionnaires and interviews, the study uncovers students' strong desire to learn about climate change through audiovisuals. Moreover, it identifies a preference for audiovisual media over traditional text-based materials and highlights the support from teachers and stakeholders at MTs Negeri 2 Palembang for integrating climate change education into EFL teaching practices. In light of these findings, the researchers recommend the development of audiovisual resources tailored to facilitate the seamless integration of climate change education within EFL classrooms. Additionally, they advocate for teacher training to effectively utilize audiovisual media as an instructional tool. This study contributes significantly to climate change education by addressing the identified needs of both students and teachers, thereby guiding the design of effective instructional materials and teaching practices.
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Copyright (c) 2024 Nurul Maskana, Sary Silvhiany, Soni Mirizon
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
How to Cite
Unlocking the Needs to Design Audiovisual Media to Incorporate Climate Change Education in ELT. (2024). Journal of English Education and Teaching, 8(1), 106–128. https://doi.org/10.33369/jeet.8.1.106-128
References
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Auld, G., O’Mara, J., & White, P. J. (2023). Urgency through education: Futures learning through children’s literature. Australian Journal of Environmental Education, 39(2), 234–240. https://doi.org/10.1017/aee.2023.9
Beach, R.W., & Smith, B. . (2020). Using digital tools for studying and addressing climate change. In & B. A. S. P.M. Sullivan, J.L. Lantz (Ed.), Handbook of research on integrating technologies with literacy pedagogies (pp. 346–370). IG Global. https://doi.org/10.4018/978-1-7998-0246-4.ch015
Beach, R. W., & Smith, B. E. (2021). Using Digital Tools for Studying About and Addressing Climate Change. In Research Anthology on Environmental and Societal Impacts of Climate Change (Vol. 2). https://doi.org/10.4018/978-1-6684-3686-8.ch035
Becce Tenridinanti, T., Inderawati, R., & Mirizon, S. (2021). Climate Change-Based Report Texts For Senior High School : A Mix Method Study. Jurnal Pendidikan Progresif, 11(3), 610–625. https://doi.org/10.23960/jpp.v11.i3.202112
Bogaerds-Hazenberg, S. T. M., Evers-Vermeul, J., & van den Bergh, H. (2021). A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades. Reading Research Quarterly, 56(3), 435–462. https://doi.org/10.1002/rrq.311
Borgerding, L. A., & Dagistan, M. (2018). Preservice science teachers’ concerns and approaches for teaching socioscientific and controversial issues. Journal of Science Teacher Education, 29(4), 283–306. https://doi.org/10.1080/1046560X.2018.1440860
Calvin, K., Dasgupta, D., Krinner, G., Mukherji, A., Thorne, P. W., Trisos, C., Romero, J., Aldunce, P., Barrett, K., Blanco, G., Cheung, W. W. L., Connors, S., Denton, F., Diongue-Niang, A., Dodman, D., Garschagen, M., Geden, O., Hayward, B., Jones, C., … Ha, M. (2023). IPCC, 2023: Climate Change 2023: Synthesis Report. Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, H. Lee and J. Romero (eds.)]. IPCC, Geneva, Switzerland. https://doi.org/10.59327/IPCC/AR6-9789291691647
Castek, J., & Dwyer, B. (2018). Think Globally, Act Locally: Teaching Climate Change Through Digital Inquiry. The Reading Teacher, 71(6), 755–761. https://doi.org/10.1002/trtr.1687
Damico, J. S., Baildon, M., & Panos, A. (2018). Media Literacy and Climate Change in a Post-Truth Society. Journal of Media Literacy Education, 10(2), 11–32. https://doi.org/10.23860/JMLE-2018-10-2-2
Damico, J. S., Panos, A., & Baildon, M. (2018). “I’m not in the truth business”: the politics of climate change with pre-service teachers. English Teaching, 17(2). https://doi.org/10.1108/ETPC-05-2017-0081
DeWaters, J. E., Andersen, C., Calderwood, A., & Powers, S. E. (2014). Improving Climate Literacy With Project-Based Modules Rich in Educational Rigor and Relevance. Journal of Geoscience Education, 62(3), 469–484. https://doi.org/10.5408/13-056.1
English., N. C. of T. of. (2019). Resolution on literacy teaching on climate change.
Hasan, N.-, Gunawan, Y. I., & Firdaus, M. I. (2020). An analysis of translation difficulties on barrack obama’s speech text at sixth semester students of muhammadiyah university of tangerang. Globish: An English-Indonesian Journal for English, Education, and Culture, 9(2), 119. https://doi.org/10.31000/globish.v9i2.2779
Hess, D. J., & Maki, A. (2019). Climate change belief, sustainability education, and political values: Assessing the need for higher-education curriculum reform. Journal of Cleaner Production, 228, 1157–1166. https://doi.org/10.1016/j.jclepro.2019.04.291
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning- centred approach. Cambridge University Press.
Jarrett, L., & Takacs, G. (2020). Secondary students’ ideas about scientific concepts underlying climate change. Environmental Education Research, 26(3), 400–420. https://doi.org/10.1080/13504622.2019.1679092
Jessani, Z., & Harris, P. B. (2018). Personality, politics, and denial: Tolerance of ambiguity, political orientation and disbelief in climate change. Personality and Individual Differences, 131, 121–123. https://doi.org/10.1016/j.paid.2018.04.033
Kirkwood A, & Price L. (2016). Adaptation for a changing environment: Developing learning and teaching with information and communication technologies. Int. Rev. Res. Open Distance Learn., 7(2).
Liu, L.B. (2019). Cultivating ecological generosity and sustainability in elementary youth and student teachers via children’s book. In J. Keengwe & G. Onchwari (Ed.), Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students (pp. 284–300). IGI Global.
Liu, Laura B., & Li, Q. (2019). Culturally and Ecologically Sustaining Pedagogies: Cultivating Glocally Generous Classrooms and Societies. American Behavioral Scientist, 63(14). https://doi.org/10.1177/0002764219850865
Lough, D. M. (2023). Curriculum and Learning for Climate Action: Toward an SDG 4.7 Roadmap for Systems Change. Leadership and Policy in Schools, 22(2), 545–548. https://doi.org/10.1080/15700763.2022.2157739
Miller, E. C., & Krajcik, J. S. (2019). Promoting deep learning through project-based learning: a design problem. Disciplinary and Interdisciplinary Science Education Research, 1(1), 7. https://doi.org/10.1186/s43031-019-0009-6
Mufidah, A., Indana, S., & Arifin, I. S. Z. (2023). E-Module Based on Blended Learning Type Flipped Classroom on Climate Change Materials to Train Students’ Digital Literacy Ability. International Journal of Current Educational Research, 2(1), 1–16. https://doi.org/10.53621/ijocer.v2i1.204
Muthukrishnan, R. (2019). Using picture books to enhance ecoliteracy of first-grade students. International Journal of Early Childhood Environmental Education, 6(2), 19–41.
Noto, G. M., Sofendi, S., Inderawati, R., Hartono, H., & Putri, R. I. I. (2022). Climate Change Exposition Reading Materials for Senior High School Textbook: Students’ Needs Analysis. AL-ISHLAH: Jurnal Pendidikan, 14(2), 2429–2436.
op de Beeck, N. (2018). Children’s Ecoliterature and the New Nature Study. Children’s Literature in Education, 49(1). https://doi.org/10.1007/s10583-018-9347-9
Pratiwi, M., & Silvhiany, S. (2023). Exploring English education students’ awareness of climate change education through multimodal creative writing. Universitas Sriwijaya.
Rochmahwati, P. (2015). Fostering students’ critical thinking by project-based learning. Journal on English as a Foreign Language, 5(1), 37. https://doi.org/10.23971/jefl.v5i1.90
Silvhiany, S. (2022). Indonesian Teachers’ Professional Development Practices and Needs in Post Pandemic Education. VELES Voices of English Language Education Society, 6(1), 215–232. https://doi.org/10.29408/veles.v6i1.5265
Silvhiany, S., Huzaifah, S., & Ismet. (2021a, January 21). Developing Online Critical Literacy Assessment for EFL Learners. https://doi.org/10.2991/assehr.k.201230.134
Silvhiany, S., Huzaifah, S., & Ismet, I. (2021b). Critical Digital Literacy: EFL Students’ Ability to Evaluate Online Sources. Indonesian Journal of EFL and Linguistics, 6(1). https://doi.org/10.21462/ijefl.v6i1.364
Silvhiany, S., Kurniawan, D., & Safrina, S. (2023). Climate change awareness in ELT: Ethnography in connected learning and ecojustice pedagogy. Journal of English Language Teaching Innovations and Materials, 5(2), 91–109. http://dx.doi.org/10.26418/jeltim.v5i2.63548
Silvhiany, S., Rahmadhani, S., Inderawati, R., Meilinda, M., & Trilestari, K. (2023). Integrating Climate Change into English Language Teaching: A Survey of Indonesian Teachers’ Preparedness and Perspectives. Voice of English Language Education Society, 7(3), 801–815. https://e-journal.hamzanwadi.ac.id/index.php/veles/article/view/24232
Smith, B. E., Beach, R., & Shen, J. (2021). Fostering student activism about the climate crisis through digital multimodal narratives. Journal of Sustainability Education , 25(June).
Tinmaz, H., Fanea-Ivanovici, M., & Baber, H. (2023). A snapshot of digital literacy. Library Hi Tech News, 40(1), 20–23. https://doi.org/10.1108/LHTN-12-2021-0095
Trott, C. D. (2020). Children’s constructive climate change engagement: Empowering awareness, agency, and action. Environmental Education Research, 26(4), 532–554. https://doi.org/10.1080/13504622.2019.1675594
United Nations Educational Scientific and Cultural Organization. (2004). The plurality of literacy and its implications for policies and programmes.
United Nations Educational Scientific and Cultural Organization. (2021). Education for sustainable development. United Nations Education and Scientific and Cultural Organization.
United Nations Educational Scientific and Cultural Organization. (2020). Education for Sustainable Development: A Roadmap. UNESCO.
Webb, S., Massey, D., Goggans, M., & Flajole, K. (2019). Thirty‐Five Years of the Gradual Release of Responsibility: Scaffolding Toward Complex and Responsive Teaching. The Reading Teacher, 73(1), 75–83. https://doi.org/10.1002/trtr.1799
White, P. J., Auld, G., & Wells, M. (2021). A critical analysis of ecological sustainability ideology in award-winning early children’s literature. Australian Journal of Environmental Education, 37(2), 147–158. https://doi.org/10.1017/aee.2020.27
References
Auld, G., O’Mara, J., & White, P. J. (2023). Urgency through education: Futures learning through children’s literature. Australian Journal of Environmental Education, 39(2), 234–240. https://doi.org/10.1017/aee.2023.9
Beach, R.W., & Smith, B. . (2020). Using digital tools for studying and addressing climate change. In & B. A. S. P.M. Sullivan, J.L. Lantz (Ed.), Handbook of research on integrating technologies with literacy pedagogies (pp. 346–370). IG Global. https://doi.org/10.4018/978-1-7998-0246-4.ch015
Beach, R. W., & Smith, B. E. (2021). Using Digital Tools for Studying About and Addressing Climate Change. In Research Anthology on Environmental and Societal Impacts of Climate Change (Vol. 2). https://doi.org/10.4018/978-1-6684-3686-8.ch035
Becce Tenridinanti, T., Inderawati, R., & Mirizon, S. (2021). Climate Change-Based Report Texts For Senior High School : A Mix Method Study. Jurnal Pendidikan Progresif, 11(3), 610–625. https://doi.org/10.23960/jpp.v11.i3.202112
Bogaerds-Hazenberg, S. T. M., Evers-Vermeul, J., & van den Bergh, H. (2021). A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades. Reading Research Quarterly, 56(3), 435–462. https://doi.org/10.1002/rrq.311
Borgerding, L. A., & Dagistan, M. (2018). Preservice science teachers’ concerns and approaches for teaching socioscientific and controversial issues. Journal of Science Teacher Education, 29(4), 283–306. https://doi.org/10.1080/1046560X.2018.1440860
Calvin, K., Dasgupta, D., Krinner, G., Mukherji, A., Thorne, P. W., Trisos, C., Romero, J., Aldunce, P., Barrett, K., Blanco, G., Cheung, W. W. L., Connors, S., Denton, F., Diongue-Niang, A., Dodman, D., Garschagen, M., Geden, O., Hayward, B., Jones, C., … Ha, M. (2023). IPCC, 2023: Climate Change 2023: Synthesis Report. Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, H. Lee and J. Romero (eds.)]. IPCC, Geneva, Switzerland. https://doi.org/10.59327/IPCC/AR6-9789291691647
Castek, J., & Dwyer, B. (2018). Think Globally, Act Locally: Teaching Climate Change Through Digital Inquiry. The Reading Teacher, 71(6), 755–761. https://doi.org/10.1002/trtr.1687
Damico, J. S., Baildon, M., & Panos, A. (2018). Media Literacy and Climate Change in a Post-Truth Society. Journal of Media Literacy Education, 10(2), 11–32. https://doi.org/10.23860/JMLE-2018-10-2-2
Damico, J. S., Panos, A., & Baildon, M. (2018). “I’m not in the truth business”: the politics of climate change with pre-service teachers. English Teaching, 17(2). https://doi.org/10.1108/ETPC-05-2017-0081
DeWaters, J. E., Andersen, C., Calderwood, A., & Powers, S. E. (2014). Improving Climate Literacy With Project-Based Modules Rich in Educational Rigor and Relevance. Journal of Geoscience Education, 62(3), 469–484. https://doi.org/10.5408/13-056.1
English., N. C. of T. of. (2019). Resolution on literacy teaching on climate change.
Hasan, N.-, Gunawan, Y. I., & Firdaus, M. I. (2020). An analysis of translation difficulties on barrack obama’s speech text at sixth semester students of muhammadiyah university of tangerang. Globish: An English-Indonesian Journal for English, Education, and Culture, 9(2), 119. https://doi.org/10.31000/globish.v9i2.2779
Hess, D. J., & Maki, A. (2019). Climate change belief, sustainability education, and political values: Assessing the need for higher-education curriculum reform. Journal of Cleaner Production, 228, 1157–1166. https://doi.org/10.1016/j.jclepro.2019.04.291
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning- centred approach. Cambridge University Press.
Jarrett, L., & Takacs, G. (2020). Secondary students’ ideas about scientific concepts underlying climate change. Environmental Education Research, 26(3), 400–420. https://doi.org/10.1080/13504622.2019.1679092
Jessani, Z., & Harris, P. B. (2018). Personality, politics, and denial: Tolerance of ambiguity, political orientation and disbelief in climate change. Personality and Individual Differences, 131, 121–123. https://doi.org/10.1016/j.paid.2018.04.033
Kirkwood A, & Price L. (2016). Adaptation for a changing environment: Developing learning and teaching with information and communication technologies. Int. Rev. Res. Open Distance Learn., 7(2).
Liu, L.B. (2019). Cultivating ecological generosity and sustainability in elementary youth and student teachers via children’s book. In J. Keengwe & G. Onchwari (Ed.), Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students (pp. 284–300). IGI Global.
Liu, Laura B., & Li, Q. (2019). Culturally and Ecologically Sustaining Pedagogies: Cultivating Glocally Generous Classrooms and Societies. American Behavioral Scientist, 63(14). https://doi.org/10.1177/0002764219850865
Lough, D. M. (2023). Curriculum and Learning for Climate Action: Toward an SDG 4.7 Roadmap for Systems Change. Leadership and Policy in Schools, 22(2), 545–548. https://doi.org/10.1080/15700763.2022.2157739
Miller, E. C., & Krajcik, J. S. (2019). Promoting deep learning through project-based learning: a design problem. Disciplinary and Interdisciplinary Science Education Research, 1(1), 7. https://doi.org/10.1186/s43031-019-0009-6
Mufidah, A., Indana, S., & Arifin, I. S. Z. (2023). E-Module Based on Blended Learning Type Flipped Classroom on Climate Change Materials to Train Students’ Digital Literacy Ability. International Journal of Current Educational Research, 2(1), 1–16. https://doi.org/10.53621/ijocer.v2i1.204
Muthukrishnan, R. (2019). Using picture books to enhance ecoliteracy of first-grade students. International Journal of Early Childhood Environmental Education, 6(2), 19–41.
Noto, G. M., Sofendi, S., Inderawati, R., Hartono, H., & Putri, R. I. I. (2022). Climate Change Exposition Reading Materials for Senior High School Textbook: Students’ Needs Analysis. AL-ISHLAH: Jurnal Pendidikan, 14(2), 2429–2436.
op de Beeck, N. (2018). Children’s Ecoliterature and the New Nature Study. Children’s Literature in Education, 49(1). https://doi.org/10.1007/s10583-018-9347-9
Pratiwi, M., & Silvhiany, S. (2023). Exploring English education students’ awareness of climate change education through multimodal creative writing. Universitas Sriwijaya.
Rochmahwati, P. (2015). Fostering students’ critical thinking by project-based learning. Journal on English as a Foreign Language, 5(1), 37. https://doi.org/10.23971/jefl.v5i1.90
Silvhiany, S. (2022). Indonesian Teachers’ Professional Development Practices and Needs in Post Pandemic Education. VELES Voices of English Language Education Society, 6(1), 215–232. https://doi.org/10.29408/veles.v6i1.5265
Silvhiany, S., Huzaifah, S., & Ismet. (2021a, January 21). Developing Online Critical Literacy Assessment for EFL Learners. https://doi.org/10.2991/assehr.k.201230.134
Silvhiany, S., Huzaifah, S., & Ismet, I. (2021b). Critical Digital Literacy: EFL Students’ Ability to Evaluate Online Sources. Indonesian Journal of EFL and Linguistics, 6(1). https://doi.org/10.21462/ijefl.v6i1.364
Silvhiany, S., Kurniawan, D., & Safrina, S. (2023). Climate change awareness in ELT: Ethnography in connected learning and ecojustice pedagogy. Journal of English Language Teaching Innovations and Materials, 5(2), 91–109. http://dx.doi.org/10.26418/jeltim.v5i2.63548
Silvhiany, S., Rahmadhani, S., Inderawati, R., Meilinda, M., & Trilestari, K. (2023). Integrating Climate Change into English Language Teaching: A Survey of Indonesian Teachers’ Preparedness and Perspectives. Voice of English Language Education Society, 7(3), 801–815. https://e-journal.hamzanwadi.ac.id/index.php/veles/article/view/24232
Smith, B. E., Beach, R., & Shen, J. (2021). Fostering student activism about the climate crisis through digital multimodal narratives. Journal of Sustainability Education , 25(June).
Tinmaz, H., Fanea-Ivanovici, M., & Baber, H. (2023). A snapshot of digital literacy. Library Hi Tech News, 40(1), 20–23. https://doi.org/10.1108/LHTN-12-2021-0095
Trott, C. D. (2020). Children’s constructive climate change engagement: Empowering awareness, agency, and action. Environmental Education Research, 26(4), 532–554. https://doi.org/10.1080/13504622.2019.1675594
United Nations Educational Scientific and Cultural Organization. (2004). The plurality of literacy and its implications for policies and programmes.
United Nations Educational Scientific and Cultural Organization. (2021). Education for sustainable development. United Nations Education and Scientific and Cultural Organization.
United Nations Educational Scientific and Cultural Organization. (2020). Education for Sustainable Development: A Roadmap. UNESCO.
Webb, S., Massey, D., Goggans, M., & Flajole, K. (2019). Thirty‐Five Years of the Gradual Release of Responsibility: Scaffolding Toward Complex and Responsive Teaching. The Reading Teacher, 73(1), 75–83. https://doi.org/10.1002/trtr.1799
White, P. J., Auld, G., & Wells, M. (2021). A critical analysis of ecological sustainability ideology in award-winning early children’s literature. Australian Journal of Environmental Education, 37(2), 147–158. https://doi.org/10.1017/aee.2020.27
Beach, R.W., & Smith, B. . (2020). Using digital tools for studying and addressing climate change. In & B. A. S. P.M. Sullivan, J.L. Lantz (Ed.), Handbook of research on integrating technologies with literacy pedagogies (pp. 346–370). IG Global. https://doi.org/10.4018/978-1-7998-0246-4.ch015
Beach, R. W., & Smith, B. E. (2021). Using Digital Tools for Studying About and Addressing Climate Change. In Research Anthology on Environmental and Societal Impacts of Climate Change (Vol. 2). https://doi.org/10.4018/978-1-6684-3686-8.ch035
Becce Tenridinanti, T., Inderawati, R., & Mirizon, S. (2021). Climate Change-Based Report Texts For Senior High School : A Mix Method Study. Jurnal Pendidikan Progresif, 11(3), 610–625. https://doi.org/10.23960/jpp.v11.i3.202112
Bogaerds-Hazenberg, S. T. M., Evers-Vermeul, J., & van den Bergh, H. (2021). A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades. Reading Research Quarterly, 56(3), 435–462. https://doi.org/10.1002/rrq.311
Borgerding, L. A., & Dagistan, M. (2018). Preservice science teachers’ concerns and approaches for teaching socioscientific and controversial issues. Journal of Science Teacher Education, 29(4), 283–306. https://doi.org/10.1080/1046560X.2018.1440860
Calvin, K., Dasgupta, D., Krinner, G., Mukherji, A., Thorne, P. W., Trisos, C., Romero, J., Aldunce, P., Barrett, K., Blanco, G., Cheung, W. W. L., Connors, S., Denton, F., Diongue-Niang, A., Dodman, D., Garschagen, M., Geden, O., Hayward, B., Jones, C., … Ha, M. (2023). IPCC, 2023: Climate Change 2023: Synthesis Report. Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, H. Lee and J. Romero (eds.)]. IPCC, Geneva, Switzerland. https://doi.org/10.59327/IPCC/AR6-9789291691647
Castek, J., & Dwyer, B. (2018). Think Globally, Act Locally: Teaching Climate Change Through Digital Inquiry. The Reading Teacher, 71(6), 755–761. https://doi.org/10.1002/trtr.1687
Damico, J. S., Baildon, M., & Panos, A. (2018). Media Literacy and Climate Change in a Post-Truth Society. Journal of Media Literacy Education, 10(2), 11–32. https://doi.org/10.23860/JMLE-2018-10-2-2
Damico, J. S., Panos, A., & Baildon, M. (2018). “I’m not in the truth business”: the politics of climate change with pre-service teachers. English Teaching, 17(2). https://doi.org/10.1108/ETPC-05-2017-0081
DeWaters, J. E., Andersen, C., Calderwood, A., & Powers, S. E. (2014). Improving Climate Literacy With Project-Based Modules Rich in Educational Rigor and Relevance. Journal of Geoscience Education, 62(3), 469–484. https://doi.org/10.5408/13-056.1
English., N. C. of T. of. (2019). Resolution on literacy teaching on climate change.
Hasan, N.-, Gunawan, Y. I., & Firdaus, M. I. (2020). An analysis of translation difficulties on barrack obama’s speech text at sixth semester students of muhammadiyah university of tangerang. Globish: An English-Indonesian Journal for English, Education, and Culture, 9(2), 119. https://doi.org/10.31000/globish.v9i2.2779
Hess, D. J., & Maki, A. (2019). Climate change belief, sustainability education, and political values: Assessing the need for higher-education curriculum reform. Journal of Cleaner Production, 228, 1157–1166. https://doi.org/10.1016/j.jclepro.2019.04.291
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning- centred approach. Cambridge University Press.
Jarrett, L., & Takacs, G. (2020). Secondary students’ ideas about scientific concepts underlying climate change. Environmental Education Research, 26(3), 400–420. https://doi.org/10.1080/13504622.2019.1679092
Jessani, Z., & Harris, P. B. (2018). Personality, politics, and denial: Tolerance of ambiguity, political orientation and disbelief in climate change. Personality and Individual Differences, 131, 121–123. https://doi.org/10.1016/j.paid.2018.04.033
Kirkwood A, & Price L. (2016). Adaptation for a changing environment: Developing learning and teaching with information and communication technologies. Int. Rev. Res. Open Distance Learn., 7(2).
Liu, L.B. (2019). Cultivating ecological generosity and sustainability in elementary youth and student teachers via children’s book. In J. Keengwe & G. Onchwari (Ed.), Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students (pp. 284–300). IGI Global.
Liu, Laura B., & Li, Q. (2019). Culturally and Ecologically Sustaining Pedagogies: Cultivating Glocally Generous Classrooms and Societies. American Behavioral Scientist, 63(14). https://doi.org/10.1177/0002764219850865
Lough, D. M. (2023). Curriculum and Learning for Climate Action: Toward an SDG 4.7 Roadmap for Systems Change. Leadership and Policy in Schools, 22(2), 545–548. https://doi.org/10.1080/15700763.2022.2157739
Miller, E. C., & Krajcik, J. S. (2019). Promoting deep learning through project-based learning: a design problem. Disciplinary and Interdisciplinary Science Education Research, 1(1), 7. https://doi.org/10.1186/s43031-019-0009-6
Mufidah, A., Indana, S., & Arifin, I. S. Z. (2023). E-Module Based on Blended Learning Type Flipped Classroom on Climate Change Materials to Train Students’ Digital Literacy Ability. International Journal of Current Educational Research, 2(1), 1–16. https://doi.org/10.53621/ijocer.v2i1.204
Muthukrishnan, R. (2019). Using picture books to enhance ecoliteracy of first-grade students. International Journal of Early Childhood Environmental Education, 6(2), 19–41.
Noto, G. M., Sofendi, S., Inderawati, R., Hartono, H., & Putri, R. I. I. (2022). Climate Change Exposition Reading Materials for Senior High School Textbook: Students’ Needs Analysis. AL-ISHLAH: Jurnal Pendidikan, 14(2), 2429–2436.
op de Beeck, N. (2018). Children’s Ecoliterature and the New Nature Study. Children’s Literature in Education, 49(1). https://doi.org/10.1007/s10583-018-9347-9
Pratiwi, M., & Silvhiany, S. (2023). Exploring English education students’ awareness of climate change education through multimodal creative writing. Universitas Sriwijaya.
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