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All Journal Journal of ELT Research Jurnal Ilmiah Inovasi Safari : Jurnal Pengabdian Masyarakat Indonesia PEKAT : Jurnal Pengabdian Kepada Masyarakat Cakrawala: Jurnal Pengabdian Masyarakat Global Journal of English in Academic and Professional Communication SWADIMAS: JURNAL PENGABDIAN KEPADA MASYARAKAT FENOMENA: Journal of Social Science The International Journal of Studies in Social Sciences and Humanities (IJOSSH)
Adriadi Novawan
Politeknik Negeri Jember
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Ecological Perspectives in Language Learning: Mapping theoretical diversity for pedagogical transformations Novawan, Adriadi; Aisyiyah, Siti; Ismailia, Titik
International Journal of Studies in Social Sciences and Humanities Vol. 2 No. 3 (2026): March (In Progress)
Publisher : P3M Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/ijossh.v2i3.6859

Abstract

Ecological perspectives represent a paradigm shift in language learning, moving from reductionist models to frameworks that embrace complexity, relationality, and context-embeddedness. This state-of-the-art paper examines five major ecological approaches: affordance-centered (Gibson, van Lier), systems-based (Bronfenbrenner, CHAT), complexity/dynamic systems theory (Larsen-Freeman), critical ecological (ecolinguistics), and holistic/situated perspectives, and their classroom adoption through affordance-based pedagogy, multi-system interventions, and ecopedagogy. Six paradigm shifts mark their influence: from input to affordance, individual to relational, linear to dynamic, decontextualized to embedded, transmission to transformation, and technology as tool to ecological mediator. These shifts have profound implications for pedagogy, research, teacher education, and policy, empowering teachers to make informed, context-appropriate decisions while foregrounding questions of morality, equity, and justice. As digital transformation and climate crisis reshape educational landscapes, ecological perspectives offer essential conceptual tools for creating language education that is more effective, equitable, and empowering.
Ecoliteracy in English for Tourism: Exploring lecturers’ perspectives and challenges in an Indonesian vocational higher education setting Indrastana, Nodistya Septian; Novawan, Adriadi; Wicaksono, Julien Arief; Rinda, Renata Kenanga
International Journal of Studies in Social Sciences and Humanities Vol. 2 No. 3 (2026): March (In Progress)
Publisher : P3M Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/ijossh.v2i3.6690

Abstract

Environmental sustainability is becoming increasingly significant in tourism education. However, incorporating ecoliteracy into English for Specific Purposes (ESP) courses remains limited within vocational settings. This qualitative case study explored how English for Tourism lecturers at an Indonesian vocational college perceive ecoliteracy integration and the challenges they encounter. Three lecturers participated in semi-structured interviews, which were supplemented with analysis of course materials. The results showed four positive perspectives: ecoliteracy enhances practical learning, encourages a comprehensive understanding of the interconnectedness between society, economy, and environment, aligns with industry sustainability expectations, and develops 21st-century skills. Nonetheless, three major challenges were identified: difficulty aligning the curriculum, limited time for developing materials, and insufficient content knowledge in sustainability education. The study highlights that although lecturers see the value of ecoliteracy, institutional support, such as curriculum reform, resource availability, and ongoing professional development, is crucial for effective integration. These insights contribute to understanding teacher cognition in ESP and have implications for policy and professional growth in vocational training.
Co-Authors Al Mujib, Ihwan Huda Alvarez-Tosalem, Susan Mila Arief Wicaksono, Julien Asep Samsudin Aswandi Aswandi, Aswandi Binakarbeni, Suyik Bunarkaheni, Suyik Dewangga, Vigo Enik Rukiati Evi Risa Mariana FITRI WIJAYANTI Fitri Wijayanti Haq, Rayya Nurrisqinia Ihwan Huda Al Mujib Ikeda, Osamu Ikhwan Huda Al Mujib Indrastana, Nodistya Septian Karimah, Karimah Mariyati , Nanik Mariyati, Nanik Miqawati, Alfi Hidayatu Mujib, Ihwan Huda Al Nanik Mariyati Nanik Mariyati Pratama, Mudafiq Riyan Rahmanita, Meiga Renata Kenanga Rinda Rinda, Renata Kenanga Siti Aisyiyah Siti Aisyiyah Siti Aisyiyah, Siti Susan Mila P. Alvares Tosalem Suyik Binarkaheni Titik Ismailia Titik Ismailia Titik Ismailia, Titik Tornado Taufan, Gullit Utami, Lely Dian Walker, Stuart Anthony Wicaksono, Julien Arief Zuhro, Cholimatus