| Publication Type | Journal Article |
|---|---|
| Publication Year | 2026 |
| Author(s) | 1. Subash P.,2. Dr. S. Shanthi |
| Journal Name | Asian Journal of Research Scholars |
| Volume, Issue | 3, 3 |
| Pagination | 12-19 |
| Article Type | Paper |
| DOI | https://doi.org/10.68412/ajrsarticle41 |
Nature Walks, Eco pedagogy, Experiential learning, Outdoor learning, Environmental awareness
In trending time, The English Language Teaching (ELT) emerged as a global call for the interdisciplinary study in the view to upgrade the society and also a learner centric approach. The one of such fast-growing field is Eco-Pedagogy, which incorporates both the educational practice and environment awareness. Eco-pedagogy resides as an untraversed area with English language teaching, but the sustainable development is being widely discussed. Towards the English language acquisition, this quantitative investigated study has experimentally investigated how nature walk uses the tool of eco-pedagogy. The Seminal research was con-ducted in an urban English medium school in Tamil Nadu which integrates the concept of structured nature walk to that of the language activities for 2 months. This camp mainly focusses on the age cadre between 11-13 for 30 students who were actively participated. There were various methods that are used in this teaching such as semi-structured interviews, inquiry-based learning, observations, and classroom discussions. In this nature-based learning environment, the primary intention is to traverse cognitive, emotional and lin-guistic espousal. Detecting this kind of natural walks plays a significant role in magnifying learners’ creativity, vocabulary engagement, and motivation, emotional and passionate relationship in both environment and literature. When the students are occupied with sensory experience and authentic such as discerning water bodies, trees, ani-mals, birds, insects and other natural resources, students showed their interest towards describing, writing, speaking in the language of English. Comprising the themes of ecology not only made us enthusiastic but also it boosts a sense of environmental conservancy. Teachers also noticed that the active participation of students in classroom observation and reduces anxiety among the reserved students. This article brings out the powerful study in transforming the perspective of eco-pedagogy in English language teaching, prescribing the valuable complement in learning the traditional classroom setup outdoor. This concept is also emerged with the sustainable development goals (SDG) particularly the two goals of quality education (SDG-4) and climate action (SDG-13) in bringing out eco-pedagogy approaches.