This study investigates the extent to which language learning tasks in the Super Minds textbook series promote environmental awareness. Using a critical micro-semiotic discourse analysis, it examines 52 tasks from seven sub-units labelled “Environmental Studies” or “Environmental Science” across six textbooks. The analysis reveals that the majority of tasks promote an ecocentric worldview, with fewer instances of anthropocentric, biocentric and mixed perspectives. In terms of levels of environmental literacy, most tasks fall within the functional literacy category, followed by nominal and operational levels. These findings indicate a tendency towards surface-level engagement with environmental issues. The study calls for more diverse and transformative environmental perspectives in language education materials to support deeper learner engagement. At an international level, the findings highlight the potential of global English language curricula to play a more active role in fostering environmental literacy and sustainability-oriented mindsets among learners.
