Eco-Theology in the Classroom Integrating the Sustainable Development Goals (SDGs) into Islamic Religious Education Curricula

Abstract

Addressing the escalating global ecological crisis requires a fundamental shift in how religious education is approached moving past purely ritualistic teachings toward fostering active environmental stewardship. Yet, bridging the gap between Islamic Religious Education and the Sustainable Development Goals (SDGs) remains a pressing challenge that is rarely examined in practice. To address this gap, this qualitative case study explores how educators in Indonesian higher education interpret and weave Islamic eco-theology into their classrooms. Drawing data from in-depth interviews, classroom observations, and curriculum document analysis, our investigation indicates that while teachers widely recognize the theological imperative of khalifah fil ardh (stewardship), translating this concept into daily pedagogy often results in fragmented practices. Specifically, three distinct integration tiers emerged from the field: superficial insertions, thematic correlations, and transformative paradigms. Furthermore, rigid grading frameworks and a lack of contextual pedagogical tools present notable hurdles to meaningful implementation. Ultimately, this study suggests that aligning IRE with global sustainability demands more than a structural overhaul of syllabi; it calls for an epistemological awakening among educators. These insights provide a practical roadmap for academic leaders aiming to position Islamic education as a vital driver for ecological sustainability.