A content analysis of three advanced-level EFL coursebooks concerning environmental education

The article focuses on environmental education, an essential component of global competence development. It aims to draw language educators’ attention to the necessity of critical evaluation of coursebook content in terms of environmental education, in order to meet UNESCO and local guidelines. The article discusses the findings of research conducted to examine three internationally widely marketed EFL coursebooks, regarding their suitability for environmental education. The aim of the research described was to examine the range and frequency of environmental issues occurring in the coursebooks. Content analytical methods were employed in this quantitative study. The environmentally relevant content of the coursebooks was assessed with a checklist developed for the study, derived from the targets specified in UNESCO’s Sustainable Development Goals. The results demonstrate large differences in the environmentally relevant content of the EFL coursebooks, in terms of their extent as well as their range. They also indicate an overall low level of environmental content. Hence, the coursebooks examined appear to be inadequate for the aims of environmental education. The findings underline language educators’ responsibility in critically evaluating and supplementing teaching materials in order to ensure adequate environmental education within EFL contexts.