THE ROLE OF ELT IN PROMOTING ECOLOGICAL SUSTAINABILITY

Abstract

         Living in a natural setting allows societies to share knowledge and stories that convey values beyond the conscious awareness or deliberate appreciation of individuals [1]. Similarly, the language of stories plays a central role in shaping critical thinking within diverse social contexts. This study investigates the teaching culture that incorporates ecological perspectives and the need to promote such values within the English department at Kokand University. Focusing on ecological consciousness in education, this study emphasizes the importance of teachers’ awareness of stories as mental models and their connection to language in addressing ecological challenges in undergraduate classrooms. Using Stibbe’s theoretical framework on mental models, the research explores how cultural and educational settings influence perceptions of ecosystems and highlight the language of stories rooted in community and social contexts. The study captures the perceptions of English department teachers at Kokand University through surveys and qualitative analysis. In-depth interviews were conducted to understand teachers’ experiences, attitudes, and beliefs about integrating ecological awareness into their teaching practices. The research aims to examine how these practices foster knowledge about the local environment and ecological sustainability in diverse language learning classrooms.

The study concludes that the teaching culture at Kokand University reflects both opportunities and challenges in promoting ecological awareness. Teachers increasingly emphasize the relationship between communication, human interactions, and the environment. This focus is particularly important in helping undergraduate students develop mental models that prioritize ecological sustainability. Such efforts aim to create new, meaningful narratives that align with the demands of 21st-century education and address pressing environmental concerns.