Integrating English Education and Sustainability in Lembata: Promoting Well-Being and Environmental Literacy in Remote Island Communities

Abstract

This study investigates how integrating English language education with sustainability themes can promote well-being and environmental literacy among students in Lembata, a remote island in East Nusa Tenggara, Indonesia. Communities in Lembata face limited educational
access, economic challenges, and environmental vulnerability, all of which impact student development and long-term community resilience. The objective of this research is to explore how
English education can go beyond language acquisition to support students’ cognitive, emotional,
and social well-being while raising awareness of local environmental issues. Using a mixedmethods approach, the study involved surveys, interviews, and classroom observations in three
junior high schools in Lembata. English lessons were adapted to include topics such as climate
change, waste management, and sustainable living, using locally relevant examples. The findings show that students who engaged with sustainability-focused English lessons demonstrated
higher motivation, improved language skills, and stronger environmental awareness. Teachers
observed increased participation, critical thinking, and a sense of responsibility among learners,
who began to take part in school and community-based environmental actions. The integration
of sustainability into English instruction made learning more meaningful and directly relevant
to students’ lives, fostering a deeper connection between education and real-world challenges.
The study concludes that English education, when contextually adapted, can play a transformative role in achieving Sustainable Development Goals (SDGs), particularly in underserved island
communities like Lembata. It supports the view that education for sustainability should begin in
language classrooms, especially where resources are limited but cultural and ecological knowledge is rich.