Developing Environmentally Responsible Learners: Personality-Based Strategies for Digital Literacy

Climate change, ecological deterioration, and global inequality need education systems that promote ethics and accountability. English education promotes communication and worldwide environmental conversations, making it ideal for this goal. Critical thinking, ethical participation, and multimodal content creation have expanded digital literacy beyond technical skills. Critical digital engagement in language instruction is necessary, as research reveals gaps between students' self-assessed and actual digital literacy skills. In addition, the Myers–Briggs Type Indicator (MBTI) personality traits affect students' digital interactions and sustainability responses, although English instruction seldom addresses this. This literary study examines (1) the meaningful integration of digital literacy into sustainability-oriented English education, (2) the impact of MBTI-related dispositions on digital sustainability task engagement, and (3) the incorporation of pedagogical designs that combine language education with socio-environmental responsibility to promote global citizenship. The findings underscore the transformative potential of methodologies including project-based learning, CLIL, multimodal composition, and personality-responsive instruction. The paper presents a pedagogical paradigm that designates the English classroom as a venue for cultivating language proficiency, critical digital awareness, and ecologically responsible identity.