From Grammar to Green: Shifting Language Instruction in Universities in Kenya to Combat Climate Change

Abstract

As the climate crisis intensifies, there is growing recognition that higher education must respond not only through policy, but also through language education. In universities in Kenya, English language instruction remains largely skills-focused, often detached from pressing global concerns such as climate change. Yet, the United Nations Sustainable Development Goal (SDG) 13 calls for transformative education that builds communication capacity. This paper explored how English language instruction at university can be redesigned to align with SDG 13 and support the development of environmentally conscious graduates. The study focused on three objectives: to assess the extent to which English language courses in universities in Kenya incorporate climate-related discourse; to examine lecturers’ perceptions of integrating climate change issues into language teaching; and to propose pedagogical strategies that align language learning outcomes with global climate change goals. A mixed methods research design was adopted. Data was collected through syllabus analysis and questionnaires for language lecturers and students. Thematic analysis was used for qualitative data and SPSS for quantitative data. The findings suggested that while awareness of climate change exists among educators, its integration into language teaching remains peripheral. The paper recommends the redesign of English language syllabi to include sustainability-driven learning outcomes, professional development for instructors on climate discourse pedagogy, and interdisciplinary collaboration