This chapter argues that English Language Teaching (ELT) bears a responsibility in addressing environmental crises and nurturing pro-environmental views. This study conducted an intervention within an English-for-Discussion course at an Indonesian university’s English education department spanning a semester (16 weeks). Ecocritical discussions on glocal environmental issues utilized diverse models, including world café, poster presentation, and the United Nations General Assembly (UNGA). Ten participants (seven females, three males) engaged in ecocritical discussions covering relevant environmental topics in the contexts of Surabaya City, Indonesia, and the world. Employing a mixed-method convergent design, quantitative data from pre and post-test surveys on ecocentrism views analyzed with the Wilcoxon Signed-Rank test revealed a statistically significant enhancement in the participants’ ecocentrism views. Qualitative data from open-ended questionnaires and classroom observations analyzed through content analysis unveiled students’ recognition of humans’ egalitarian position with other creatures and their roles in safeguarding them, preserving their rights to exist, and maintaining ecological balance. The integrated findings suggest incorporating ecocritical discussion on glocal environmental issues in ELT to foster students’ ecocentrism views.