Green Islamic education: integrating eco-theological values into Islamic curriculum to address the global environmental crisis
DOI:
https://doi.org/10.51468/jpi.v7i2.1166Keywords:
Islamic Education, Eco-Theology, Sustainable Development, Green Pesantren, Curriculum Reform, Education for Sustainable Development (ESD)Abstract
The accelerating global environmental crisis, marked by climate change, biodiversity loss, and resource depletion, demands innovative educational approaches that foster ecological awareness and responsible behavior. Within the Muslim context, Islamic education offers a unique ethical framework rooted in eco-theological values such as khalifah (stewardship), amanah (trust), mizan (balance), and maslahah (public benefit), which can be strategically aligned with the principles of Education for Sustainable Development (ESD). This study seeks to explore how Green Islamic Education can integrate these eco-theological values into Islamic curricula as a transformative response to global ecological challenges. Employing a descriptive qualitative design, the research draws on document analysis, semi-structured interviews with educators and religious leaders, and field observations in Islamic schools and pesantren implementing green initiatives. The results reveal that Islamic educational institutions hold significant potential to embed sustainability values through curriculum reform, eco-pesantren practices, and green madrasa programs supported by digital pedagogy and community engagement. Empirical evidence demonstrates that environmental ethics, when framed as part of religious obligation, enhance students’ ecological awareness, encourage sustainable lifestyles, and strengthen the linkage between faith and global responsibility.
References
Cahya Pratama, H., Yusuf, Z., & Agustin, F. P. (2025). Gamification Method Based on Information Communication Technology (ICT) in Islamic and Muhammadiyah Learning. At Turots: Jurnal Pendidikan Islam, 7(1), 59–74. https://doi.org/10.51468/jpi.v7i1.767
Fiqri, D., Muhaemin, & R. Said, R. (2025). Transformational leadership in Islamic education: The role of madrasa principals in enhancing teacher religiosity. At Turots: Jurnal Pendidikan Islam, 7(1), 1–11. https://doi.org/10.51468/jpi.v7i1.831
Hajar, A. (2024). Transforming Islamic Education for Environmental and Social Sustainability. Sinergi International Journal of Islamic Studies, 2(2), 82–95. https://doi.org/10.61194/ijis.v2i2.601
Ibrahim, M. A., Abdullah, A., Ismail, I. A., & Asimiran, S. (2024). Leadership at the helm: Essential skills and knowledge for effective management in Islamic Economics and Finance schools. Heliyon, 10(17), e36696. https://doi.org/10.1016/j.heliyon.2024.e36696
Juhaidi, A., Fitria, A., Hidayati, N., & Saputri, R. A. (2025). Examining factors influencing enrolment intention in Islamic higher education in Indonesia, does Islamic senior high school matter? Social Sciences and Humanities Open, 11(December 2024), 101243. https://doi.org/10.1016/j.ssaho.2024.101243
Juliani, Humam Mahdi, Shofy Widya Sari, Suci Indah Sari, & Nadila Raihanun Nazwa. (2024). Green Islamic School: Integrating Environmental Education in the Islamic Education Curriculum. Cendekiawan : Jurnal Pendidikan Dan Studi Keislaman, 3(3), 565–574. https://doi.org/10.61253/cendekiawan.v3i3.270
Junaidah, Mahardika, N. P., & Ma`arif, M. A. (2025). Promoting Green Madrasa as Environmental Education Program: How to Implement and Maintain It. Munaddhomah, 6(1), 39–54. https://doi.org/10.31538/MUNADDHOMAH.V6I1.1572
Maghfiroh, M., Iryani, E., Haerudin, Yani, M. T., Zaini, N., & Mahfud, C. (2024). Promoting Green Pesantren: Change, Challenge and Contribution of Nahdlatul Ulama in Indonesia. Nazhruna: Jurnal Pendidikan Islam, 7(2), 409–435. https://doi.org/10.31538/nzh.v7i2.4668
Marlina, R., Saefullah, S., Nuraeni, I. I., Mulyanto, A., & Sumantri, S. (2023). Paradigma Mendidik dan Mengajarkan English For Specific Purpose dalam Meningkatkan Kompetensi Mahasiswa Akuntansi Ditinjau dari Perspektif Psikologi Pendidikan. EDUKASIA: Jurnal Pendidikan Dan Pembelajaran, 4(2), 2421–2428. https://doi.org/10.62775/edukasia.v4i2.606
Monica, S., Arsyad, S., & Waluyo, B. (2025). English medium instruction in Islamic higher education: Challenges of Lecturer readiness in Indonesia. Social Sciences and Humanities Open, 12(May), 101900. https://doi.org/10.1016/j.ssaho.2025.101900
Safina, S., Hidayanti, N. F., Ariani, Z., Dewi, N. Y. S., Agustina, A., & Nur’aini. (2024). Peran Pendidikan Ekonomi Syariah dalam Meningkatkan Kesadaran Finansial dan Literasi Syariah. Seminar Nasional Paedagoria, 4(1), 236–248.
Salsabila Salsabila, Arya Bisma Nugraha, & Gusmaneli Gusmaneli. (2024). Konsep Dasar Belajar dan Pembelajaran dalam Pendidikan. PUSTAKA: Jurnal Bahasa Dan Pendidikan, 4(2), 100–110. https://doi.org/10.56910/pustaka.v4i2.1390
Sari, W. D. (2023). Education Sustainability Development (ESD) Teori pada Manajemen Pendidikan Islam di Era Digital. Edukasi Islami Jurnal Pendidikan Islam, 12(1), 153–170. www.unescobkk.org/ed
Sugiyono. (2022). Metode Penelitian Kuantitatif, Kualitatif dan R&D (2nd ed.). Alfabeta.
Sulaiman, N. (2021). The Role of Islamic Education in Achieving Sustainable Development Goals. Journal of Contemporary Islamic Studies, 8(2), 102–118.
Susila, E. E., Ru, S., Adiningsih, N. U., Marlina, R., & Saadah, E. (2024). Handling Obstacles to Improving Continuing School Services at Regional High School XI Ministry of Education of West Java Province. 5(20), 557–566. https://doi.org/10.62775/edukasia.v5i2.1682
Yamin, M., Ahmad, N., & Suhartini, A. (2022). Konsep Pendidikan Berwawasan Lingkungan dalam Perspektif Islam. Edukatif : Jurnal Ilmu Pendidikan, 4(4), 5852–5862. https://doi.org/10.31004/edukatif.v4i4.3513
