This study aims to introduce how climate action is integrated into language classrooms using a posthuman-borderless pedagogy. It presents a case study demonstrating how sustainability issues can be integrated into higher education to enhance students’ awareness of climate change while addressing the linguistic and communication objectives given in the curriculum. This research examines how learners of an English for Specific Purposes course perceive the integration of climate action into their classroom, and attempts to document the problems and possibilities in practising such a posthuman-borderless green pedagogy.
The qualitative critical action research involves 70 engineering students, incorporating 8 h of climate action tasks into their English for Communication course. Tasks such as creating individual climate action Venn diagrams, developing eco-comics modelled on the United Nations’ climate action superhero comics, presentations and a follow-up reading were carried out in the classroom. Data were collected through learner responses to climate action tasks, feedback forms, raters’ (three other teachers who observed the classes) interview responses and teacher-researchers’ observation notes, and by using deductive coding, a narrative analysis of the data was carried out.
The findings reveal learner perceptions and the difficulties of implementing this innovative pedagogy, while underlining its potential to enhance critical thinking, intercultural competence and collaborative abilities necessary for addressing global issues. The findings also suggest some implications for learners, educators and policymakers.
This study explores a cycle of action research conducted by the teacher and researcher to enhance students’ awareness of environmental issues using a posthuman, borderless pedagogy. This innovative approach offers guidelines for educators to incorporate sustainable educational practices in their classrooms by addressing Sustainable Development Goals.
