CRITERIA AND INDICATORS FOR ASSESSING ECOLOGICAL CULTURE IN FUTURE EFL TEACHERS

Abstract

This article examines the pedagogical criteria and assessment indicators for evaluating ecological culture among future EFL teachers within higher education. The study emphasizes the necessity of developing structured diagnostic frameworks capable of assessing ecological awareness, sustainability-oriented thinking, environmentally responsible communication, and reflective pedagogical behavior among future English language teachers. The findings demonstrate that ecological culture should be evaluated through interdisciplinary criteria integrating cognitive, motivational, communicative, behavioral, and reflective dimensions. The research substantiates the importance of systematic assessment approaches for improving sustainability-oriented EFL teacher preparation and ecological culture development within contemporary higher education.