Digital learning preferences and ecological literacy among students in Indonesian Islamic EFL higher education
DOI:
https://doi.org/10.32332/joelt.v14i1.13218Keywords:
digital learning, Eco-ELT, ecological literacy, EFL students, Islamic valuesAbstract
This study examines digital learning preferences and ecological literacy among EFL undergraduate students in an Indonesian Islamic higher education context. It specifically investigates students' preferred digital learning environments, their level of ecological literacy, the relationship between digital learning preferences and ecological literacy, and their perceptions of integrating ecological issues into digitally mediated English language learning. A sequential explanatory mixed-methods design was employed with 49 undergraduate students who completed the Digital Learning Preferences Scale (DLPS) and the Ecological Literacy Scale (ELS), followed by semi-structured interviews with three purposively selected students. Quantitative data were analyzed using descriptive statistics and Pearson correlation analysis, while qualitative data were analyzed through thematic analysis. The findings indicate that students showed strong preferences for mobile devices, multimedia materials, and online learning platforms. The results also showed a relatively strong level of ecological literacy, particularly in relation to environmental awareness, environmental responsibility, and local issues such as deforestation and flooding. Pearson correlation analysis revealed a statistically significant moderate positive relationship between moderate positive association and ecological literacy (r = 0.493, p < .001), suggesting that students with stronger moderate positive association tended to report higher ecological literacy. The interview findings further highlighted the role of Islamic values in shaping students' environmental responsibility. Overall, the study suggests that integrating ecological themes into digitally mediated English language learning, particularly through an Eco-ELT approach, may support both language development and environmental literacy in Islamic higher education.
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