Azlina Abdul Aziz is a Senior Lecturer in the Teaching English as a Second Language (TESL) programme at the Centre for Innovative Studies in Learning and Teaching, Faculty of Education, Universiti Kebangsaan Malaysia (UKM), where she has served since 2008. She holds a Bachelor of Education (Honours) in TESOL from Chichester Institute, UK, a Master of Arts in English Linguistics from UKM, and an Ed.D in the Teaching of English from Teachers College, Columbia University, USA. Her research focuses on the teaching and learning of literature and teacher education in TESL, particularly the use of literary texts and personal narratives to explore social, cultural, and political issues in education.
Teaching Environmental Sustainability through Digital Puppetry: A Moral Philosophical Approach in Literature Education in English
Abstract
This study explores the use of a moral philosophical approach in the creation of digital puppetry to enhance undergraduate TESL students’ understanding of environmental sustainability. In the context of English literature teaching, the moral philosophical approach emphasises the exploration of ethical values and philosophical questions embedded in literary texts, enabling learners to critically reflect on social and environmental issues. The study employed a mixed-methods case study design involving 30 third-year TESL students enrolled in a Drama in Action course at Universiti Kebangsaan Malaysia. Students worked in groups over a 14-week period to produce digital puppetry performances addressing environmental sustainability themes. Data were collected through a questionnaire and
students’ written reflections. Quantitative data were analysed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings indicate that the integration of a moral philosophical approach in the creation of digital puppetry significantly enhanced students’ awareness and understanding of environmental sustainability. Students reported that digital puppetry served as an effective multimodal learning tool that encouraged personal reflection, broadened perspectives on environmental issues, and supported the development of meaningful classroom resources. The study demonstrates that integrating digital creative practice with literature pedagogy can foster critical thinking, moral reflection, and environmental awareness among future ESL teachers.