مؤسسة الشرق الأوسط للنشر العلمي
عادةً ما يتم الرد في غضون خمس دقائق
The necessity to incorporate environmental issues into teacher education, encompassing concerns such as air pollution, deforestation, and global warming, is increasingly evident. This underscores the importance for English language instructors to integrate both local and global environmental sustainability topics into their teaching practices, aiming to raise their students' awareness and foster responsible citizenship. Unfortunately, in Libya, environmental sustainability is largely overlooked across various educational stages. The aim of this study is to explore the efficacy of utilizing micro-teaching to integrate environmental sustainability into English language Teaching Methods courses. The research is conducted within the English Department of Sabratha College of Arts and Education. Drawing from reflection journals of 31 preservice teachers, instructor notes, and focus group discussions, the findings illustrate how incorporating environmental sustainability into the curriculum enhanced the academic performance, autonomy, and teaching skills of preservice teachers. Moreover, it facilitated a deeper understanding of their self-worth and the constructive roles they can undertake in society. These findings contribute to the existing knowledge base, emphasizing the critical importance of addressing environmental sustainability across all educational levels.