Amid the comprehensive implementation of China's "Beautiful China" initiative

ecological civilization has emerged as a pivotal driver of higher education curriculum reform. This study integrates constructivist learning theory

Content and Language Integrated Learning (CLIL)

systemic functional linguistics (SFL)

and intercultural communication theory to propose a theoretical framework for Ecological Discourse Literacy (EDL). Based on this framework

an English for Specific Purposes (ESP) teaching model tailored to engineering education is developed

embedding ecological concepts within language instruction to enhance students' linguistic proficiency

ecological awareness

and intercultural communicative competence. A 16-week quasi-experimental study involving 120 undergraduate engineering students was conducted

employing a pre- and post-test control group design. Findings reveal statistically significant improvements in the experimental group's linguistic proficiency

ecological cognition

and intercultural communication confidence (p < 0.01). This research offers theoretical and pedagogical insights for aligning foreign language education with national ecological and ideological priorities

contributing to the development of China's international ecological discourse system.