Eco-Islamic Education: Reconstructing Environmental Awareness through Islamic Pedagogy

Abstract

Environmental challenges increasingly require educational approaches that integrate ecological knowledge with ethical and value-based formation. This study aims to reconstruct environmental awareness through Islamic pedagogy by developing a conceptual framework of Eco-Islamic Education. A qualitative systematic literature review was employed to examine recent scholarship on Islamic environmental education, Islamic ecological ethics, Islamic pedagogy, environmental awareness, and eco-pesantren. Relevant literature published primarily between 2020 and 2026 was thematically analyzed and synthesized to identify recurring values, pedagogical processes, and educational outcomes. The findings reveal four interconnected dimensions of Eco-Islamic Education: Islamic ecological foundations, curricular integration, Islamic pedagogical transformation, and environmental awareness and ecological action. Islamic values such as khalifah, amanah, mizan, rahmah, and ihsan provide an ethical foundation for environmental responsibility, while contextual, reflective, experiential, and participatory pedagogy facilitates the internalization of these values. The study proposes a conceptual pathway of Islamic Ecological Values → Curricular Integration → Islamic Pedagogical Transformation → Environmental Awareness → Ecological Action. This framework suggests that Islamic education can contribute to sustainability by transforming ecological values into environmental knowledge, ethical responsibility, and sustainable practices. The study contributes a pedagogical perspective that connects theological principles with curriculum, learning processes, and ecological behavior. Future empirical research is needed to validate the framework across diverse Islamic educational settings.