<![CDATA[Background: Effective communication of scientific research requires both discipline-specific knowledge and specialized English language skills to articulate, discuss, and disseminate research findings—particularly within environmentally responsible laboratory settings. In tropical higher education, however, the integration of English for Specific Purposes (ESP) with sustainability-oriented laboratory communication remains underdeveloped and fragmented. Objectives: Grounded in the academic and research context of Universitas Muhammadiyah Indonesia, this study aims to develop a novel conceptual framework—the Integrative ESP-Sustainability Laboratory Communication Model (IES-LCM)—that embeds sustainability competence into discipline-specific language instruction for science students in tropical higher education. Methods: This study employs a non-empirical, conceptual research design using a theory development approach. Data sources comprised peer-reviewed literature and policy frameworks from Web of Science, Scopus, ERIC, and Google Scholar, bounded by relevance to ESP, scientific communication, and United Nations Sustainable Development Goal 4 (Quality Education, specifically Target 4.7). The retrieval corpus was analyzed through a structured four-stage qualitative process: database screening, thematic categorization, conceptual construal, and relational synthesis to establish operational linkages among the constructs. Results: The resulting model integrates three operational pillars: (1) ESP language competence as a social construct for sustainability, (2) interdisciplinary teacher capacity building, and (3) context-specific instructional modules tailored for tropical laboratory environments. The framework operationalizes scientific writing, technical environmental terminology, and peer discourse to communicate green laboratory practices, directly bridging localized socio-ecological challenges in the Global South with international scientific discourse. Conclusion: The proposed model offers theoretical and practical guidance for educators and curriculum developers seeking to embed sustainability into ESP instruction. By positioning language competence as a central pedagogical bridge for scientific communication and sustainability ethics, this framework provides a structured pathway to advance sustainable education in tropical higher education institutions.]]>
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