Green Islamic Pedagogy Based on Environmental Ethics in the Religious Education Curriculum
DOI:
https://doi.org/10.58988/jab.v6i1.744Keywords:
Green Islamic Pedagogy, Islamic Environmental Ethics, Religious EducationAbstract
The gap between religious education and contemporary environmental challenges has limited the role of Islamic Religious Education (IRE) in sustainability education. This study proposes a conceptual and practical model of Green Islamic Pedagogy through the integration of Islamic environmental ethics into the IRE curriculum to support the achievement of the Sustainable Development Goals (SDGs). Using a qualitative design that combines philosophical inquiry and a naturalistic case study, data were collected through classroom observations, document analysis, and in-depth interviews with teachers and students. The findings demonstrate that embedding the theological principles of tauhid, khalifah, and amanah within learning objectives, instructional materials, classroom interactions, and reflective activities significantly enhances students’ ecological awareness, moral sensitivity toward nature, and environmentally responsible practices. This model contributes directly to SDG 4, SDG 12, and SDG 13, positioning IRE as a strategic platform for ecological transformation and offering an empirically grounded framework for curriculum development and educational policy.
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