[Amin, M., & Greenwood, J. (2018). The UN Sustainable Development Goals and teacher development for effective English teaching in Bangladesh: A gap that needs bridging. Journal of Teacher Education for Sustainability, 20(2), 118–138. https://doi.org/10.2478/jtes-2018-001910.2478/jtes-2018-0019]Search in Google Scholar
[Bekteshi, E., & Xhaferi, B. (2020). Learning about sustainable development goals through English language teaching. Research in Social Sciences and Technology, 5(3), 78–94. https://doi.org/10.46303/ressat.05.03.410.46303/ressat.05.03.4]Search in Google Scholar
[Buell, L. (1999). The ecocritical insurgency. New Literary History, 30(3), 699–712. https://www.jstor.org/stable/2005756210.1353/nlh.1999.0031]Search in Google Scholar
[Buell, L. (2005). The future of environmental criticism: Environmental crisis and literary imagination. Blackwell Publishing.]Search in Google Scholar
[Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36. https://doi.org/10.46809/jpse.v2i2.2010.46809/jpse.v2i2.20]Search in Google Scholar
[Echegoyen-Sanz, Y., & Martin-Ezpeleta, A. (2021). A holistic approach to education for sustainability: Ecofeminism as a tool to enhance sustainability attitudes in pre-service teachers. Journal of Teacher Education for Sustainability, 23(1), 5–21. https://doi.org/10.2478/jtes-2021-000210.2478/jtes-2021-0002]Search in Google Scholar
[Estok, S. C. (2005). Shakespeare and ecocriticism: An analysis of “home” and “power” in King Lear. Journal of the Australasian Universities Language and Literature Association, (103), 15–41. https://doi.org/10.1179/00012790580526053710.1179/000127905805260537]Search in Google Scholar
[Findik, L. Y., Bayram, İ., & Canaran, Ö. (2021). Pre-service English language teachers' conceptions of sustainable development: A case from Turkish higher education context. International Journal of Sustainability in Higher Education, 22(1), 423–456. https://doi.org/10.1108/IJSHE-06-2020-020210.1108/IJSHE-06-2020-0202]Search in Google Scholar
[Ganji, M., Arshadi, E. K., & Mahbubzadeh, S. (2020). Sustainable development from viewpoint of Iranian English teachers: Practicing what they do not preach. Journal of Teacher Education for SustainabilityI 22(1), 140–64. https://doi.org/10.2478/jtes-2020-001110.2478/jtes-2020-0011]Search in Google Scholar
[Garrard, G. (2007). Ecocriticism and education for sustainability. Pedagogy: Critical approaches to teaching literature, language, composition, and culture, 7(3), 359–383. https://doi.org/10.1215/15314200-2007-00510.1215/15314200-2007-005]Search in Google Scholar
[Garrard, G. (2012). Ecocriticism. Routledge.]Search in Google Scholar
[Ghorbani, S., Mirshah Jafari, S., & Sharifian, F. (2018). Learning to be: Teachers' competences and practical solutions: A step towards sustainable development. Journal of Teacher Education for Sustainability, 20(1), 20–45. https://doi.org/10.2478/jtes-2018-000210.2478/jtes-2018-0002]Search in Google Scholar
[Glotfelty, C. (1996). Introduction: Literary studies in an age of environmental crisis. In C. Glotfelty & H. Fromm (Eds.), The ecocriticism reader: Landmarks in literary ecology (pp. xv–xxxvii). The University of Georgia Press.]Search in Google Scholar
[Gopalakrishnan, A. C., Bhaskaran, S., & Ambujakshi, S. (2019). Relationship between proactivity and personal pedagogical content knowledge in ESD among pre-service teachers: Sub-sampling on social media usage and subject discipline. Journal of Teacher Education for Sustainability, 21(2), 73–9. https://doi.org/10.2478/jtes-2019-001810.2478/jtes-2019-0018]Search in Google Scholar
[Hartadiyati, E., & Rahmawati, M. (2018). Sustainability in the framework of pedagogy content knowledge for prospective teacher in teaching the materials of female reproductive system to improve students' science literacy. Unnes Science Education Journal, 7(3), 281–289. https://journal.unnes.ac.id/sju/index.php/usej/article/view/26684]Search in Google Scholar
[Heise, U. K. (2013). Globality, difference, and the international turn in Ecocriticism. PMLA/Publications of the Modern Language Association of America, 128(3), 636–643. https://doi.org/10.1632/pmla.2013.128.3.63610.1632/pmla.2013.128.3.636]Search in Google Scholar
[Jacobs, G. M., Lie, A., & Amy, S. (2006). An Indonesian example of teaching English via environmental education. In S. Mayer & G. Wilson (Eds.), Ecodidactic perspectives on English language, literatures and cultures (pp. 45–62). Wissenschaftlicher Verlag Trier.]Search in Google Scholar
[Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/]Search in Google Scholar
[Okayama University ESD Promotion Center. (2020). Guide for the effective dissemination of the Asia-Pacific ESD teacher competency framework. http://ceteesd.ed.okayama-u.ac.jp/pdf/200511.pdf]Search in Google Scholar
[Putri, I. G. A. P. E. (2018). Critical environmental education in tertiary English language teaching (ELT): A collaborative digital storytelling project. Indonesian Journal of Applied Linguistics, 8(2), 336–344. https://doi.org/10.17509/ijal.v8i2.1328010.17509/ijal.v8i2.13280]Search in Google Scholar
[Saiful, J. A. (2020). New innovation in English language teaching: Revealing concepts and applications of ECO-ELT. Tell: Teaching of English Language and Literature Journal, 8(1), 62–72. http://dx.doi.org/10.30651/tell.v8i1.460410.30651/tell.v8i1.4604]Search in Google Scholar
[Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r5645541110.17763/haer.57.1.j463w79r56455411]Search in Google Scholar
[Singer-Brodowski, M. (2017). Pedagogical content knowledge of sustainability: A missing piece in the puzzle of professional development of educators in higher education for sustainable development. International Journal of Sustainability in Higher Education, 18(6), 841–856. https://doi.org/10.1108/IJSHE-02-2016-003510.1108/IJSHE-02-2016-0035]Search in Google Scholar
[Tavakkoli, Z., & Rashidi, N. (2020). A study on the status of sustainability education among Iranian EFL instructors: Developing a glocalized model. Journal of Teacher Education for Sustainability, 22(2), 66–89. https://doi.org/10.2478/jtes-2020-001710.2478/jtes-2020-0017]Search in Google Scholar
[UNESCO. (2005). Guidelines and recommendations for reorienting teacher education to address sustainability. In Education for sustainable development in action (Issue 2). https://unesdoc.unesco.org/ark:/48223/pf0000143370]Search in Google Scholar
[Webster, K. (2004). Rethink Refuse Reduce ...: Education for Sustainability in a Changing World. Field Studies Council Publications.]Search in Google Scholar