Eco-Literacy and Sustainability Integration in English Language Teaching: Insights from CBSE Secondary School Teachers

Education for Sustainable Development (ESD) has become a global priority, highlighting the need for teachers across disciplines to promote environmental awareness and responsible citizenship. This study explores eco-literacy, sustainability perceptions, and classroom implementation practices among CBSE secondary English teachers. A survey was administered to 207 English teachers using an instrument based on ecological knowledge, environmental values, eco-pedagogical competence, and reflective practice. The findings revealed moderate-to-high levels of eco-literacy and positive attitudes toward sustainability-oriented English language teaching. Teachers strongly recognized the role of language education in shaping environmental awareness and ethical responsibility. However, implementation of sustainability-related activities was constrained by limited institutional support, insufficient professional development opportunities, and inadequate collaboration among teachers. The study highlights the growing readiness of English teachers to integrate sustainability into language education while emphasizing the importance of teacher training and institutional support for effective implementation.