<![CDATA[This systematic review investigates creative practices of Education for Sustainable Studies on the integration of Education for Sustainable Development (ESD) into English language Teaching (ELT), especially in the context of Indonesia is hardly found. This study is an attempt to highlight the growing need to align language and climate literacy in education in response to escalating environmental challenges. The study aims to identify types of creative ESD practices implemented in ELT, describe the learning outcomes produced from those practices, and review the research designs commonly used in related studies. Following the PRISMA protocol, articles were retrieved from Google Scholar using keywords such ESD, ELT in Indonesia, Systematic review, limited to the publication year between 2024–2025. From 380 initial records, 48 full-text articles were screened, and six empirical studies met the inclusion criteria. The findings reveal that creative ESD practices such as Eco-ELT e-modules, bilingual picture books, multimodal and textual designs, project-based environmental campaigns, and classroom green initiatives foster holistic learning outcomes across cognitive, affective, and behavioural domains. Learners demonstrated improved language skills and critical thinking, heightened environmental awareness and responsibility, and active proenvironmental behaviours such as waste reduction, tree planting, and 3R practices. The reviewed studies were dominated by descriptive qualitative and mixed-method designs utilizing interviews, classroom observations, questionnaires, and thematic interpretation. The review concludes that integrating ESD within ELT promotes pedagogical innovation and sustainability-oriented competencies, yet the evidence remains limited. Future research is needed to examine long-term impacts, broader learning contexts, and diverse methodological approaches aligned with national sustainability education policies.]]>
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