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All Journal Journal The Winners JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Script Journal: Journal of Linguistic and English Teaching Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan PANYONARA: Journal of English Education INCOME: Indonesian Journal of Community Service and Engagement Warta LPM Indonesian Language Education and Literature Studies in English Language and Education KARSA: Jurnal Sosial dan Budaya Keislaman (Journal of Social and Islamic Culture)
Syafik, Moh.
Institut Agama Islam Negeri (IAIN) Madura, Pamekasan, East Of Java
Arts Humanities Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Social Sciences Other

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Eco-Linguistics in Action: Themes and Trends in Environmental Projects Eva Nikmatul Rabbianty; Eko Ariwidodo; Moh. Syafik; Utami Widiati
KARSA Journal of Social and Islamic Culture Vol. 33 No. 1 (2025)
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/karsa.v33i1.15748

Abstract

Environmental project-based language learning (EPBLL) is a promising approach for promoting language acquisition, environmental consciousness, and sustainable education among young learners. However, the present state of research on EPBLL in English language education for early learners needs to be better understood. This bibliometric study examines the state of EPBLL research over the past ten years. We conducted a bibliometric analysis of articles published between 2013 and 2023 that met our inclusion criteria using Scopus. Our analysis focused on publication trends, journal sources, citation counts, and identifying major research topics and themes in EPBLL research. Our study found a steady increase in EPBLL publications over the past ten years, with numerous journals contributing to this research field. We identified several important themes and areas of emphasis, such as the role of technology in EPBLL, the impact of EPBLL on language acquisition and environmental awareness, and the effectiveness of various pedagogical approaches to EPBLL. Our findings have significant implications for educators, researchers, and policymakers promoting sustainable education and language acquisition through project-based learning. This study provides insights into the state of EPBLL research in English language education for young learners and highlights essential research themes that can inform future studies in this area.
Integrating Canva AI-driven worksheet design into Environmental Project-Based English Learning for young learners Eva Nikmatul Rabbianty; Utami Widiati; Anik Nunuk Wulyani; Moh. Syafik; Achmad Muhlis; Eko Ariwidodo; Siswanto Siswanto
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1626

Abstract

This study explores the integration of AI-driven Canva in designing English for young learners (EYL) worksheets, framed within Environmental Project-Based English Learning (EPjBEL) and the deep learning paradigm mandated by Indonesian Ministry of Primary and Secondary Education to promote mindful, meaningful, and joyful learning based on eight dimensions of learner profiles. Meanwhile, existing EYL materials, such as textbook-based exercises, often lack real-world relevance and fail to engage learners in deep, meaningful, continuous learning experiences that are linguistically rich and environmentally relevant. Through a classroom-based research design, the study involved 63 Indonesian pre-service EYL teachers who utilized Canva’s AI features and other digital tools to create environmental project-based English worksheets. The data collection methods included classroom observations, semi-structured interviews, questionnaires, document analysis, and reflective journals. The findings revealed that the participants effectively used Canva’s AI-driven features to create visually engaging, pedagogically sound materials that promote environmental awareness. The pre-service teachers’ creativity, curiosity, and enthusiasm for digital exploration reflected a strong commitment to meaningful learning. Participants particularly appreciated Canva’s intuitive interface, which simplified complex design tasks while encouraging multimodal expression. The study affirms AI-driven Canva tools’ potential in enhancing EYL’s eight dimensions of graduate profiles within the Deep Learning framework through the existence of various multimodal content and activities. This suggests an urgent need to strengthen digital pedagogy training in teacher education programs, particularly in maximizing the pedagogical potential of AI-driven tools like Canva. Equipping future teachers with deeper AI literacy will allow for more innovation, inclusion, and responsiveness in material design.
Co-Authors Achmad Muhlis Aemy Elyani Mat Zain Afifah Raihany Afifah Raihany Aflahah Aflahah Aflahah, Aflahah Anik Nunuk Wulyani Azizah, Siti Dena Mellia Sri Rachmawati Eko Ariwidodo Eva Nikmatul Rabbianty Eva Nikmatul Rabbianty Eva Nikmatul Rabbianty Eva Nikmatul Rabbianty Eva Nikmatul Rabbianty Fera Rahmawati Fithriyah Rahmawati Fitriyatul Qomariyah Hadirah Hadirah Hanif Irwansyah Jamiludin Usman Lasmi Febrianingrum Ling Gan Masyithah Mardhatillah, Masyithah Najwa Muqoddas Nurul Hadi R Agoes Kamaroellah, R Agoes Rabbianty, Eva Nikmatul Raihany, Afifah Rofiqi Rofiqi Siswanto Siswanto Utami Widiati Utami Widiati Yazid Basthomi Zain, Aemy Elyani Mat Zainatul Mufarrikoh