Author(s):
Sohail Falak Sher, Muhammad Hammad Javed*
Corresponding Author: mr.hafizhamad@gmail.com

Abstract:

This study examines how environmental literacy is represented and pedagogically developed in the Grade IX and Grade X English textbooks prescribed at the secondary level in Punjab, Pakistan. Using qualitative content analysis supported by descriptive quantitative analysis, the study coded 25 environmentally relevant textual, visual, and pedagogical units across the two textbooks. The analytical framework integrated four dimensions of environmental literacy—knowledge, attitudes and values, skills, and environmentally responsible action—with human–environment representation and four levels of pedagogical depth. Environmental knowledge appeared in 80.0% of the coding units, attitudes and values in 76.0%, skills in 56.0%, and action in 40.0%. Grade X showed broader environmental knowledge and stronger critical engagement than Grade IX, while action-oriented learning remained comparatively limited and was usually simulated, written, or planned rather than implemented. The textbooks frequently represented nature through aesthetic, health, risk, and resource-oriented frames, with an overall anthropocentric tendency and limited ecocentric treatment. Intercoder reliability was perfect across all reported categories (Cohen’s κ = 1.00; observed agreement = 100%). The findings indicate a meaningful but fragmented foundation for environmental literacy. Greater curricular progression, climate and biodiversity content, environmental data literacy, critical inquiry, and authentic school- or community-based action are recommended.

Keywords:
environmental literacy, English language teaching, textbook analysis, sustainability education, ecolinguistics, Punjab, Pakistan

Acceptance Date:
August 27, 2026

Copyright (c) 2026 Sohail Falak Sher, Muhammad Hammad Javed. Published by Falcons Journal of Advanced Research (FJAR).

This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0) .