In a world increasingly aware of its environmental pressures, educational institutions are stepping up to bridge the gap between Islamic teachings and sustainable development. Among these, Muhammadiyah boarding schools in South Sulawesi, Indonesia, are at the forefront of blending Eco Islamic education with the global Sustainable Development Goals (SDGs). This innovative approach emphasizes the commitment of educational systems to instill values and practices that not only resonate with Islamic principles but also address pressing environmental concerns.
Recent research by Ferdinan, Abdillah, Rahman, and colleagues highlights the transformative potential embedded within Eco Islamic education. The study outlines how these educational institutions are not merely centers of learning but incubators for fostering ecological consciousness among students. By integrating concepts of sustainability into their curricula, Muhammadiyah boarding schools ensure that students are equipped with the knowledge and skills necessary to navigate and mitigate environmental challenges.
The study underlines that Eco Islamic education is deeply rooted in the Qur’anic teachings, which promote stewardship of the Earth. This foundational belief drives Muhammadiyah’s mission of cultivating a generation of environmentally conscious citizens. Students are engaged in a curriculum that transcends traditional Islamic teachings, exposing them to contemporary issues of environmental degradation, climate change, and resource conservation. Such education does not just raise awareness; it encourages active participation in sustainability initiatives.
As the researchers delve deeper, they explore various methodologies employed in these schools to deliver Eco Islamic principles. Practical projects, community initiatives, and environmental outreach programs are pivotal in translating theoretical knowledge into action. This hands-on experience allows students to apply their learning in real-world contexts, reinforcing the idea that every individual has a role to play in sustainable development. The integration of Eco Islamic education prepares students to think critically about their environment and understand the socio-economic contexts of ecological issues.
One notable aspect of the study is the emphasis on community involvement. Muhammadiyah boarding schools strive to extend their educational reach beyond the classroom, engaging parents and local communities in sustainability efforts. These interactions foster a culture of cooperation and shared responsibility, emphasizing that environmental stewardship is a collective endeavor. By involving families in educational activities, students are motivated to carry these lessons home, ensuring that the principles of Eco Islamic education permeate throughout their communities.
Furthermore, Ferdinan and his team conducted interviews with educators, students, and community leaders, highlighting diverse perspectives on the impact of Eco Islamic education. Teachers expressed their commitment to creating an inclusive curriculum that reflects local environmental issues, drawing students’ attention to the unique ecological challenges faced by South Sulawesi. Students, conversely, articulated their newfound responsibilities towards the environment, signaling a shift in mindset that extends beyond individual actions to collective advocacy.
One of the focal points of the article revolves around how this educational model aligns with global initiatives. The SDGs, established by the United Nations in 2015, provide a universal framework aimed at achieving a better and more sustainable future for all by 2030. The integration of Eco Islamic education in Muhammadiyah boarding schools embodies several of these goals, particularly those related to quality education, climate action, and sustainable communities. This synchronization between local educational practices and global objectives exemplifies a proactive approach to fostering sustainable development.
Eco Islamic education serves as a response to the increasing need for a holistic understanding of environmental issues. It provides students with the tools to critically assess the socio-political dimensions tied to ecologic crises. The researchers argue that by understanding these intersections, students are better prepared to advocate for policies that align with both Islamic teachings and sustainable practices. This education thus becomes a vital instrument in shaping future leaders dedicated to addressing environmental injustices.
As the researchers share their findings, they emphasize the potential for replication of this model within other educational contexts. The success observed in Muhammadiyah boarding schools can inspire similar initiatives around the globe. By adapting Eco Islamic education principles to fit local cultural and religious contexts, educational institutions can contribute significantly to global sustainability efforts. This adaptability is crucial, as it acknowledges the diverse landscapes of belief and practice that characterize educational settings worldwide.
The implications of this study extend beyond educational communities; they resonate within environmental policy discourses. Policymakers can draw on the successes of Muhammadiyah to craft strategies that incorporate religious frameworks into sustainability initiatives. Such collaborations would not only enhance the political legitimacy of environmental policies but also engage wider demographics in pursuit of common goals. As a result, these educational models become beacons of hope, demonstrating that religion and sustainability can operate in harmony towards a shared future.
Finally, this comprehensive examination concludes that Eco Islamic education within Muhammadiyah boarding schools is not merely an innovative educational approach but a movement towards environmental justice. It represents an essential step in acknowledging and addressing the ecological challenges of our time, making it a vital component in the quest for a more sustainable world. In doing so, it holds the promise of nurturing a generation that is not only knowledgeable but also committed to stewardship of the planet.
As the research unfolds, it challenges the notion that education and environmental stewardship must exist separately. Instead, it establishes a compelling case for their intersectionality, showcasing how religious teachings can underpin and enhance modern sustainability efforts. With a firm foundation rooted in faith, coupled with evidence-based practices, the potential for a larger societal impact is undeniable. The findings thus encapsulate a hopeful narrative that resonates with educators, students, and policymakers alike, propelling the discourse on Eco Islamic education forward for generations to come.
Subject of Research: Eco Islamic education and its contribution to sustainable development goals.
Article Title: Eco Islamic education and its contribution to sustainable development goals in Muhammadiyah boarding schools of South Sulawesi.
Article References:
Ferdinan, Abdillah, Rahman, A. et al. Eco Islamic education and its contribution to sustainable development goals in Muhammadiyah boarding schools of South Sulawesi.
Discov Sustain (2026). https://doi.org/10.1007/s43621-026-02647-6
Image Credits: AI Generated
DOI: 10.1007/s43621-026-02647-6
Keywords: Eco Islamic education, sustainable development goals, Muhammadiyah boarding schools, environmental stewardship, community involvement.
