‘THE PATH LESS TAKEN’: INTEGRATING ENVIRONEMTNAL SUSTAINABILITY AND PROTECTION IN THE LIBYAN EFL TECHER EDUCATION PROGRAMMES

The need to include environmental issues such as air pollution, deforestation, and global warming in teacher education programmes is growing. This suggests that in order to increase their students' awareness of environmental issues and how to be responsible citizens, English language instructors should incorporate both local and worldwide environmental sustainability topics into their teaching practice. That is not the case in Libya, where the environment sustainability is neglected in most of the Libyan stages of education. The purpose of this study is to investigate the trial of using micro teaching to incorporate environmental sustainability into English language ‘Teaching Methods courses’. It is conducted in Sabratha College of Arts and Education in the English Department. Based on reflection journals from 31 preservice teachers, instructor notes, and focus group, the findings of this study demonstrate how including environmental sustainability in the curriculum enhanced the preservice teachers' academic performance, autonomy, and teaching skills. Additionally, it helped them better understand their self-worth, and the positive roles that they can play in the Libyan society. This study's findings add to the body of knowledge that emphasizes the significance of addressing environmental sustainability at all educational levels.