From language to ecology: Reframing desuggestopedia as an eco-pedagogical method for integrating environmental education and literature

The article’s single original insight is that Desuggestopedia’s three mechanisms—desuggestion, peripheral learning, and double-planedness—can be systematically repurposed as a proposed pedagogical framework that theorizes how narrative engagement may contribute to ecological identity and action, rather than merely to environmental awareness. Conventional environmental education’s over-reliance on cognitive-rational knowledge transfer generates a persistent knowledge-action gap. This article addresses that gap through the Eco-Desuggestopedic Model, which specifies how affective mechanisms operate structurally. Unlike diffuse calls for an ‘affective turn,’ the model provides a conceptual framework that generates empirically testable propositions for future research with defined mechanisms, scope conditions, and generative questions for empirical follow-up, advancing environmental education theory by providing the structural specificity the field has long called for.