Toward an Integrated Ecological Listening Framework for Sustainable Communication in Islamic English Language Education

Tetiana Koshlanska (Department of Philology, I. K. Karpenko-Karyi Kyiv National University of Theatre, Cinema and Television, Kyiv, Ukraine)
Viktoriia Alperina (Department of Philology, I. K. Karpenko-Karyi Kyiv National University of Theatre, Cinema and Television, Kyiv, Ukraine)
Nataliia Shevtsova (Department of Theory and Practice of Romance and Germanic Languages, Faculty of Foreign and Slavic Philology, Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine)
Tetyana Sorokina (Department of English for Technical and Agrobiological Specialties, Faculty of Humanities and Pedagogy, National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine)
Oksana Petrenko (Department of Linguistics and Translation, Faculty of Foreign Languages, Yuriy Fedkovych Chernivtsi National University, Chernivtsi, Ukraine)

Jurnal Pendidikan Islam
Vol 13 No 1 (2027): Jurnal Pendidikan Islam

Effective listening is essential for meaningful communication in English as a Foreign Language (EFL) education. However, traditional listening pedagogies often prioritize comprehension testing and task completion over collaborative meaning-making, ethical participation, and sustainable communication. Despite recent innovations in ecological language learning, digital pedagogy, and artificial intelligence that have revolutionized language education, scholarship remains fragmented. There is limited integration of ecological learning, sociocultural mediation, Education for Sustainable Development (ESD), and the Islamic educational philosophy of ta’dib, highlighting a critical gap and an opportunity for a more holistic approach. This study develops an integrated conceptual framework that explains how ecological listening cultivates sustainable communication in Islamic English-language education. Employing a PRISMA-guided systematic literature review, the study systematically synthesized peer-reviewed literature on listening pedagogy, Ecological Language Learning, Sociocultural Theory, digital language education, ESD, and ta’dib. Moreover, the thematic synthesis identified five interrelated dimensions of ecological listening: ecological affordances, sociocultural mediation, digital ecological affordances, sustainable communication, and ethical participation grounded in adab. The findings demonstrate that ecological listening develops through the dynamic interaction of contextual affordances, dialogue, collaboration, learner agency, digital participation, reflection, and ethical engagement; notably, this process is not through receptive language processing alone. Based on these findings, the study proposes the Integrated Ecological Listening Framework (IELF), which reconceptualizes listening as an ecological, socially mediated, ethically grounded, and sustainability-oriented educational process. Consequently, the framework advances ecological language learning theory by integrating contemporary educational theories with Islamic educational philosophy. Additionally, it provides a solid theoretical foundation for designing digitally enriched English language education that, in turn, cultivates communicative competence, adab, responsible participation, and sustainable learning communities.