We propose the PROSPER (Project, Sustainability, and Perseverance) Learning Model in English for Computer Science (ECS), a course provided by undergraduate Computer Science programs in Indonesian Higher Education Institutions. PROSPER has eight competencies: (1) System Thinking; (2) Critical Thinking; (3) Envisioning for the Future; (4) Personal Involvement; (5) Interpersonal Relations and Collaboration; (6) Tolerance for Ambiguity and Certainty; (7) Communication and Use of Media; and (8) Strategic Action. The syntax refers to Project-Based Learning and has eight stages: (1) choosing the theme of the project; (2) open-class discussion on the correlation between the topic and sustainability; (3) meeting the experts; (4) structuring the project by considering its contribution to sustainability; (5) executing the project in a sustainable way; (6) presenting the project; (7) evaluating the project; and (8) publishing the project. PROSPER model highlights the concept of sustainability and increases awareness, which has real-world relevance on a global scale. The urgency of incorporating sustainability into ECS is intimately tied to student perseverance, which is anticipated to educate them to be change agents for a better world in the present and future.

This study examines the integration of climate action concepts, specifically green computing and computing for green, into English language learning for computer science students using the Content and Language Integrated Learning (CLIL) approach. English Language Learners (ELLs), most of whom are non-native English speakers (NNES) in the field of Computer Science, require a language learning model that not only improves linguistic skills but also fosters awareness and active participation in global climate change issues. Through qualitative methods, including a literature review, CLIL classroom observations, and interviews with instructors, this study identifies best practices in designing content-integrated English language curricula that combine language proficiency and ecological literacy. Green computing principles are applied not only in learning materials but also in research methods to reduce carbon footprints. Findings indicate that integrating sustainability topics into English language learning within the context of Computer Science effectively enhances students' language skills and environmental awareness. Students become more motivated to act as agents of change in preserving the environment. The practical implication is that interdisciplinary collaboration and innovative CLIL curriculum design can play a crucial role in preparing Computer Science graduates to be not only technically competent but also linguistically competent, as well as having sustainability awareness.