Abstract
The escalating global ecological crisis necessitates a profound paradigm shift within educational frameworks, compelling the humanities and language instruction to cultivate robust environmental consciousness. Although European language curricula have progressively integrated green pedagogy, Arabic Language Teaching (ALT) remains predominantly entrenched in structuralist paradigms, prioritizing rote grammatical memorization while systematically marginalizing critical ecological narratives. Consequently, this study seeks to develop a comprehensive conceptual and operational framework designed to embed environmental literacy into ALT through an eco-pedagogical paradigm. Through a qualitative systematic literature review, empirical data and theoretical constructs from primary and secondary sources were rigorously aggregated, subjected to content and thematic analyses, and subsequently corroborated via source triangulation. The synthesized findings elucidate that implementing an eco-pedagogical framework effectively transforms ALT from a rigid structuralist orientation into a dynamic, functional, and socio-scientific model. Furthermore, the Arabic language possesses a distinct strategic advantage by facilitating direct access to foundational Islamic eco-theological texts—such as the paradigm of khilafah (stewardship)—which empirically foster pro-environmental behavioral shifts. To address prevailing operational impediments, notably the paucity of instructional materials and rigid syllabus constraints, this research delineates pragmatic strategies. These encompass the development of ecologically themed modules, the implementation of Content and Language Integrated Learning (CLIL), and the institutionalization of project-based learning methodologies. Ultimately, this curricular reorientation aims to nurture eco-conscious scholars and proactive global citizens equipped with critical language awareness and the requisite agency to advocate for planetary sustainability.