Green Literacy in the AI Era: Empowering Global Citizenship through SDG Integration in AI-Assisted EFL Curricula
Keywords:
AI-assisted language learning, EFL, Global Citizenship Education, Green Literacy, Sustainable Development GoalsAbstract
This study investigates how integrating Sustainable Development Goal (SDG)-related content via AI-assisted tools supports the enhancement of EFL learners’ language motivation within a Green Literacy framework. A mixed-methods design was employed with 30 intermediate EFL university students over 12 weeks. Quantitative data were collected through pre- and post-program Likert-scale surveys measuring self-reported confidence in discussing global issues in English, while qualitative data were gathered via semi-structured interviews and classroom observations. Survey results revealed a statistically significant increase in student confidence (from 40% to 80%; p < .05 on paired t-test). Thematic analysis of interviews identified three core patterns: increased motivation, reduced language anxiety, and greater perceived relevance of English for global advocacy. The findings suggest that AI tools function as adaptive scaffolds, enabling learners to engage with complex sustainability discourse while simultaneously developing communicative competence. This study contributes an empirically grounded model for integrating SDGs and AI in EFL instruction.
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