Climate-Responsive University EFL Pedagogy: The Interaction of Institutional Support and Lecturer Agency
DOI:
https://doi.org/10.26811/peuradeun.v14i3.1834Keywords:
Climate Change Education, English as a Foreign Language, HigherAbstract
Climate change education is increasingly relevant to higher education, yet little is known about how university EFL lecturers sustain climate-responsive teaching under different institutional conditions. This study explored how lecturers in Malaysian and Indonesian higher education settings perceived the role of climate change education, the practices and strategies they described using or recommending, and how institutional support and lecturer agency influenced these practices. A qualitative comparative design was used using semi-structured interviews with seven EFL lecturers, comprising three participants in Malaysia and four in Indonesia. The interview data was analysed thematically. Participants viewed climate change as meaningful for connecting English learning with local environmental problems, authentic communication, critical engagement, and interdisciplinary knowledge. They reported or proposed discussions, multimedia, podcasts, documentaries, guest speakers, and project-based activities. However, the degree and consistency of integration varied with the interaction between institutional conditions and individual initiative. The study showed that lecturer agency could initiate and adapt climate-responsive teaching, while curricular recognition, credible resources, and institutional support influenced its continuity. Because the findings were based on self-reported interviews, they established neither classroom effectiveness nor national differences.
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