Abstract Current research on environmental education (EE) remains scarce outside of scientific fields, especially within the area of language education. Existing studies on the implementation of EE focus on traditional resources, overlooking the potential of digital tools. Given the alarmingly low levels of ecological awareness among teenagers, it is crucial to adopt a cross-curricular approach to environmental education that incorporates updated methodologies. This study examines the influence of green fiction film on ecological consciousness in the English as a Foreign Language (EFL) classroom. The approach, termed environmental cinema-based EFL , was tested in a sample of 48 high school students using a parallel mixed methods research design. Qualitative and quantitative data were collected through a questionnaire, a reflective journal, and a written report to answer two research questions: one addressing the participants’ perception of the approach and the other exploring its impact based on the learners’ output and performance. Participants held positive views toward environmental cinema-based EFL, and the approach effectively enhanced their ecological consciousness by fostering improvements in their knowledge, ethical values, and behavior. Among these, behavioral changes were the most pronounced, as the lessons not only connected students with their natural surroundings but also empowered them to adopt more committed and proactive environmental attitudes. In light of the findings, it became clear that the EFL class provides an ideal context to eco-educate, although cinema-based green programs would benefit from placing a greater emphasis on developing action competencies.
Auñón et al. (Wed,) studied this question.