ENHANCING STUDENTS’ ECOLINGUISTIC AWARENESS AS A KEY EDUCATIONAL PRIORITY IN THE 21ST CENTURY

Abstract

This article discusses the improvement of students' ecolinguistic awareness as one of the important tasks in education in the 21st century. Today, climate change, environmental problems and the role of language in these problems are increasing, therefore, improving students' ecolinguistic knowledge is becoming more and more relevant. The need to educate an environmentally conscious and sustainable development-oriented generation is the main task facing the education system. The existing environmental problems in Uzbekistan (Aral Sea tragedy, water shortage, land degradation, etc.) are reflected in ecology and environmental sciences, but it is a matter of concern that they are not sufficiently covered in the language education process and that students do not sufficiently understand the linguistic aspects of environmental problems. At the same time, the article proposes introducing an ecolinguistic approach to foreign language lessons, integrating the principles of "green" pedagogy into educational programs, and involving students in global issues such as environmental justice and the climate crisis through a critical approach. Developing students’ environmental awareness through language teaching enhances their critical thinking, civic responsibility, global awareness, and environmental literacy. In particular, this process can be effectively implemented through pedagogical methods consistent with the CEFR system and the Sustainable Development Goals. In conclusion, it can be said that the integration of ecolinguistics and “green” pedagogy into foreign language lessons is an innovative approach based on understanding the connection between environmental sustainability, language, and culture, and is an important tool in preparing students for building a sustainable and just future.