Ecological Concepts in Pakistani ESL Textbooks: An Analysis of Content, Visuals, and Exercises

Abstract

This study critically examines the representation of ecological themes in Pakistani ESL textbooks at the secondary level. Through qualitative content analysis of textbooks from Punjab, Sindh, and Khyber Pakhtunkhwa, the research evaluates the presence, presentation, and local relevance of ecological content using Braun and Clarke's (2006) thematic analysis framework. Findings reveal significant gaps: while terms like "pollution" and "climate change" appear sporadically, they lack depth, contextualization to Pakistan's environmental crises (e.g., Lahore's smog, water scarcity in Sindh), and pedagogical integration. Visual materials are predominantly decorative rather than instructional, missing opportunities to reinforce ecological concepts. The study concludes that current textbooks fail to foster ecological literacy or critical engagement, instead offering superficial treatments that disconnect language learning from real-world sustainability challenges. The research contributes to environmental education discourse by highlighting the marginalization of ecological content in Pakistan's ESL curriculum despite the country's extreme climate vulnerability. It proposes actionable reforms, including the localization of content with case studies, adoption of critical pedagogy approaches, and enhancement of visual materials. These recommendations aim to transform ESL textbooks into tools for ecological awareness, equipping students to address environmental issues through language education. The study underscores the need for curriculum designers and policymakers to urgently bridge this gap, aligning Pakistan's educational materials with global sustainability goals while addressing local environmental realities.