Model of Green Pedagogy Based on Qur’anic and Sunnah Ecotheology for Strengthening SDG 4.7 and SDG 13

Abstrak

Environmental education within Islamic Religious Education has increasingly attracted scholarly attention in response to the escalating global ecological crisis. However, previous studies have largely discussed Islamic ecotheological values normatively, without proposing an integrated pedagogical framework that systematically connects Qur’anic and Sunnah ecotheology with Education for Sustainable Development (ESD), particularly SDG 4.7 and SDG 13. This study addresses this gap by developing a conceptual Green Pedagogy model grounded in Islamic ecotheology. Employing qualitative library research with thematic content analysis, the study draws upon the conceptual framework of Islamic ecotheology, thematic Qur’anic exegesis (tafsīr mawḍū‘ī), and Education for Sustainable Development (ESD) to analyze ecological teachings in selected Qur’anic verses and Prophetic traditions. The analysis identifies five core ecotheological values of khalīfah, amānah, mīzān, prohibitations of destruction (fasād), and wastefulness (isrāf), which are subsequently transformed into four interconnected pedagogical components: ecological literacy, critical reflection, value internalization, and action-oriented learning. This study argues that Islamic ecotheology should be understood not merely as a theological discourse on environmental ethics but as a pedagogical foundation capable of fostering ecological responsibility and sustainability. The proposed model demonstrates strong conceptual alignment with SDG 4.7 and SDG 13, while offering a theoretical framework for integrating Islamic ecological values into Islamic Religious Education. Consequently, this study advances Islamic educational theory by bridging Qur’anic and Sunnah ecotheology with contemporary sustainability education through an integrative Green Pedagogy model.