Author(s): Mohammad Torikul Islam

Abstract: The global imperative for sustainable development has increasingly influenced educational discourse and prompted scholars and practitioners to examine how green technology (GT) can be harnessed to transform pedagogical practices. Higher educational institutions worldwide are being urged to align instructional innovation with environmental responsibility and long-term ecological sustainability. This systematic review investigates the integration of GT within English language teaching (ELT) in Saudi Arabia, with particular attention to prevailing conceptual frameworks, documented practical applications, persistent challenges, and emerging future directions. A systematic literature review (SLR) literature search has been conducted across five academic databases. It adheres to the guidelines of preferred reporting items for systematic reviews and meta-analyses (PRISMA, 2020). This SLR reveals that GT integration in ELT offers dual pedagogical advantage: it simultaneously enhances learners' English language proficiency and cultivates ecological literacy. Practical applications include digital platforms, project-based learning with technology, augmented reality, and AI-driven personalisation have been found to enrich ELT whilst reducing its environmental footprint. The findings contribute to the emerging discourse on English language pedagogy for sustainable development and offer actionable recommendations for researchers, educators, and policymakers in sustainable language education.

Keywords: Green technology, English language teaching, Saudi Vision 203, ecological literacy, systematic literature review

Article Info: Received: 08 Feb 2026; Received in revised form: 10 Mar 2026; Accepted: 13 Mar 2026; Available online: 18 Mar 2026

DOI: 10.22161/ijels.112.30