Teaching Sustainability Through Ancient Texts: Digital Pedagogy and Environmental Humanities in Higher Education

Higher Education Institutions (HEIs) are increasingly called upon to integrate sustainability across curricula and to prepare students to respond critically and responsibly to complex environmental challenges. While sustainability education is often associated with scientific, technological, or policy-oriented disciplines, the contribution of the humanities remains underexplored, particularly in digitally mediated university teaching. This paper argues that ancient texts, approached through the lens of the Environmental Humanities and supported by digital pedagogy, can offer a valuable framework for fostering sustainability literacy in higher education. Drawing on a humanities-based pedagogical model, this article explores how practices such as collaborative close reading, ecocritical discussion, narrative mapping, reflective writing, and digital storytelling can help students connect classical representations of nature, fragility, order, and human responsibility with contemporary ecological concerns. These activities encourage the development of sustainability-related competencies—including critical thinking, ethical reflection, interpretive complexity, and ecological awareness—while also supporting Inner Development Goals such as self-awareness, empathy, relational thinking, and responsible action. Based on a conceptual pedagogical model supported by exploratory qualitative evidence from a small-scale higher education course, this paper suggests that digital pedagogy can make sustainability learning in the humanities more dialogic and reflective. In doing so, this article proposes a practice-based pedagogical framework that may help Higher Education Institutions explore ways of embedding sustainability meaningfully beyond traditionally environmental fields. This article’s primary contribution is therefore pedagogical: it presents a humanities-based model for sustainability education while using exploratory qualitative evidence from one course context to illustrate how such a model may support interpretive, ethical, and sustainability-oriented learning. Higher Education Institutions (HEIs) are increasingly called upon to integrate sustainability across curricula and to prepare students to respond critically and responsibly to complex environmental challenges. While sustainability education is often associated with scientific, technological, or policy-oriented disciplines, the contribution of the humanities remains underexplored, particularly in digitally mediated university teaching. This paper argues that ancient texts, approached through the lens of the Environmental Humanities and supported by digital pedagogy, can offer a valuable framework for fostering sustainability literacy in higher education. Drawing on a humanities-based pedagogical model, this article explores how practices such as collaborative close reading, ecocritical discussion, narrative mapping, reflective writing, and digital storytelling can help students connect classical representations of nature, fragility, order, and human responsibility with contemporary ecological concerns. These activities encourage the development of sustainability-related competencies—including critical thinking, ethical reflection, interpretive complexity, and ecological awareness—while also supporting Inner Development Goals such as self-awareness, empathy, relational thinking, and responsible action. Based on a conceptual pedagogical model supported by exploratory qualitative evidence from a small-scale higher education course, this paper suggests that digital pedagogy can make sustainability learning in the humanities more dialogic and reflective. In doing so, this article proposes a practice-based pedagogical framework that may help Higher Education Institutions explore ways of embedding sustainability meaningfully beyond traditionally environmental fields. This article’s primary contribution is therefore pedagogical: it presents a humanities-based model for sustainability education while using exploratory qualitative evidence from one course context to illustrate how such a model may support interpretive, ethical, and sustainability-oriented learning.