<![CDATA[Sustainability topics are increasingly integrated into English language teaching due to their potential to support both language learning and environmental awareness. Effective material design, however, requires a clear understanding of learners’ needs, which remains limited, especially when considering cognitive, affective, and behavioural aspects together. This study aims to address this gap by profiling junior high school learners using the Head, Heart, and Hands (3H) framework to guide sustainability-oriented material design. A mixed-methods approach was applied within a needs analysis framework. Quantitative data were collected through surveys involving 114 students, while qualitative data were obtained from an interview with an English teacher. Survey data were analysed using frequencies and percentages, supported by Present Situation Analysis, Deficiency Analysis, and Target Needs Analysis, while interview data were examined thematically. Findings show that students respond positively to sustainability topics and prefer multimodal resources such as videos, games, quizzes, and infographics. Despite this, they face challenges in vocabulary and grammar and depend on teacher explanation. The 3H mapping indicates the need for accessible content, emotionally engaging materials, and structured action-based tasks. The study highlights the importance of integrated multimodal design to support language development and sustainability awareness.  ]]>
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