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.

The research is critical, given that India is home to the world’s third-largest higher education system. With an ever-growing youth population, the responsibility of HEIs in shaping a sustainable future cannot be overstated. The study posits that education plays a vital role in promoting sustainability, making it imperative for institutions to not only engage in traditional educational practices but also adopt innovative, sustainability-focused strategies that could set a benchmark both nationally and internationally.

The research meticulously explores the dynamics of institutional alignment with the 17 SDGs established by the United Nations. By assessing various parameters—ranging from curriculum design to research output and community outreach—the study evaluates how well Indian HEIs are incorporating sustainability principles into their core missions. The findings, poised to ignite academic discussion, identify key strengths, weaknesses, and potential areas for enhancement in Indian higher education related to sustainable practices.

Utilizing the Times Higher Education Impact Rankings, the researchers collected data reflecting the performance of Indian institutions across multiple dimensions of sustainability. The holistic approach taken in their analysis marks a significant departure from conventional ranking methodologies that emphasize academic reputation and research output alone. Instead, this study recognizes that sustainability encompasses social, environmental, and economic facets, thereby demanding a more integrated assessment framework that is reflective of the times we live in.

Interestingly, the results indicate that while many institutions adopt sustainability rhetoric, there is often a disconnect between policy aspirations and actual practices on the ground. For instance, some leading universities reported comprehensive sustainability goals, yet the implementation of such strategies was lagging. The researchers explored case studies of universities that have made proactive strides toward sustainable practices, showcasing how effective leadership and community involvement can bridge this implementation gap.

Central to the findings is the recognition that sustainability in education is not merely a destination but a journey that requires ongoing engagement and iterative learning. Institutions that embrace a culture of sustainability often foster ecosystems conducive to innovation, collaboration, and critical thinking—skills that are indispensable in addressing the multifaceted challenges of the 21st century. Consequently, the researchers emphasize the need for a paradigm shift within Indian HEIs, one that aligns with the needs and aspirations of students while also meeting broader societal expectations.

The narrative established by the researchers also critiques the prevalent higher education models that do not readily accommodate sustainability as a core principle. The study promotes the idea that a comprehensive educational reform is necessary, where sustainability is integrated into the curriculum across all disciplines rather than being relegated to specific programs. Such an integrative approach could enrich students’ learning experiences and prepare them to become proactive agents of change in their respective fields.

Furthermore, the assessment considers the role of local context in shaping sustainability initiatives in higher education. Indian HEIs are uniquely positioned to address local sustainability challenges by tailoring their programs and research to the specific environmental, social, and economic landscapes in which they operate. By leveraging local knowledge and engaging with their communities, these institutions can not only contribute to the SDGs but also enhance their relevance and impact.

With COP meetings and global climate discussions gaining momentum, the implications of this research extend far beyond the realm of academia. Policymakers, industry leaders, and community stakeholders have much to gain from understanding how educational institutions can drive sustainable development. The data presented in the study serves as a vital reference point for formulating future policies that aim to harness the potential of higher education in creating a more sustainable and equitable world.

The attention to detail in the research methodology adds significant value to the findings. By employing qualitative and quantitative methods, the researchers provide a well-rounded perspective on the current state of sustainability in Indian HEIs. Their comprehensive approach ensures that complex interactions, challenges, and opportunities are accurately represented, paving the way for more informed discussions and initiatives in the field.

As the study unfolds its narrative, it becomes evident that the conversation around sustainability and higher education is not only timely but also essential for ensuring that the aspirations of the SDGs become a reality. The alignment of Indian HEIs with these goals signifies a commitment not just to education but to global citizenship and responsibility, urging institutions to play a pivotal role in navigating the challenges posed by climate change and social inequity.

In conclusion, the findings of Gonzalez, Grover, and Dasgupta pave the way for an enriching dialogue surrounding the vital role of higher education in sustainable development. The gap between ambition and action must be bridged through concerted efforts and collaborative strategies that prioritize sustainability as a cornerstone of educational frameworks. As Indian HEIs steer their course toward a sustainable future, the insights shared in this pivotal study will undoubtedly serve as both a lighthouse and a roadmap for other nations striving to harmonize educational practices with the urgent demands of our time.

By promoting sustainability in higher education, institutions not only enhance their relevance but also inspire future generations to adopt responsible practices that prioritize the planet and its inhabitants. The collective efforts of education leaders, policymakers, and the global community can catalyze a transformative impact, leveraging knowledge and innovation to build a more sustainable world.

Ultimately, the study underlines a fundamental truth: sustainable development requires a collaborative approach that invites diverse voices to the table. The recommendations presented by the authors encourage institutions to think critically about their roles within the broader societal context while promoting inclusivity and environmental stewardship. As the world grapples with unprecedented challenges, the insights gleaned from this research highlight the potential of education to drive systemic change and shape a sustainable future.

By harnessing the power of education and research, Indian HEIs can emerge as pivotal players in global sustainability efforts, contributing to the shared mission of achieving the Sustainable Development Goals by 2030. They have the opportunity to not just educate but to inspire, influence, and innovate.

Subject of Research: Alignment of Indian HEIs with Sustainable Development Goals

Article Title: Assessing the alignment of Indian HEIs towards sustainable development goals through Times Higher Education impact rankings

Article References:

Gonzalez, E.D.R.S., Grover, P., Dasgupta, S. et al. Assessing the alignment of Indian HEIs towards sustainable development goals through times higher education impact rankings.
Discov Sustain (2026). https://doi.org/10.1007/s43621-025-02522-w

Image Credits: AI Generated

DOI: N/A

Keywords: Higher Education, Sustainable Development Goals, India, Times Higher Education Rankings, Education Reform, Sustainability, Academic Alignment, Community Engagement, Climate Change.

The STEAM approach emphasizes a multidisciplinary framework, urging students to draw connections between scientific principles and artistic expression. Djam’an advocates for the infusion of environmental education within this paradigm, arguing that it not only enhances academic engagement but also equips students with the necessary tools to understand and address environmental issues critically. The underlying premise is that through STEAM, students can cultivate a holistic appreciation of the environment, intertwining creativity with scientific inquiry to solve real-world problems.

One fundamental aspect of the study is the conceptual linkage between environmental education and sustainability. Sustainability is not just a buzzword; it embodies a set of values and practices that aim to meet present needs without compromising the ability of future generations to meet theirs. By integrating environmental education into the STEAM framework, Djam’an posits that educators can foster a culture of sustainability among students. This not only enhances students’ understanding of ecological interdependence but also instills a sense of responsibility towards their communities and the planet.

Furthermore, the research highlights the role of technology within the STEAM approach. In an age dominated by digital innovation, technology serves as a powerful ally in environmental education. Djam’an demonstrates how digital tools, such as interactive simulations and data collection apps, can make abstract environmental concepts tangible and relatable for students. By employing these tools, educators can engage students more effectively, encouraging them to explore ecological data and understand patterns relating to climate change.

The study also addresses the significance of arts in environmental education. Djam’an underscores the capacity of artistic expressions, whether through music, visual arts, or performing arts, to convey complex environmental messages in accessible and emotionally resonant ways. Arts can serve as a catalyst for dialogue and discourse on environmental issues, inviting students to convey their understanding creatively and authentically. This creative engagement not only deepens understanding but also inspires a passion for environmental stewardship, as students connect on a personal level with the subject matter.

Another essential point made by Djam’an is the necessity of practical, hands-on experiences. Students thrive when learning is experiential rather than solely theoretical. Field trips, community service projects, and interaction with local environmental organizations provide invaluable opportunities for students to apply their learning in real-world contexts. As they participate in these activities, students not only gain knowledge but also develop critical thinking and problem-solving skills by tackling genuine environmental challenges in their communities.

The research goes further by examining the potential barriers to implementing environmental education within the STEAM framework. Djam’an identifies challenges such as lack of resources, insufficient teacher training, and rigid curriculum standards that often prioritize standardized testing over innovative, interdisciplinary approaches. By addressing these barriers, educators can create a more conducive environment for teaching environmental education effectively.

Moreover, the study advocates for collaboration among multiple stakeholders, including educational institutions, policymakers, and environmental organizations. When these entities come together to share resources and expertise, they can create comprehensive programs that elevate the status of environmental education within the educational landscape. While curriculum changes may often be slow and meet resistance, a collaborative approach can foster gradual, meaningful integration of sustainability into educational practices.

In addition to collaboration, Djam’an emphasizes the importance of continuous professional development for teachers. For educators to effectively deliver environmental education, they must receive adequate training and resources. Professional development programs should not only cover the theoretical aspects of environmental education but also provide practical strategies and tools that teachers can use in the classroom. This empowerment fosters confidence and equips educators to facilitate engaging, impactful learning experiences.

The potential for the STEAM approach in nurturing environmental citizenry cannot be overstated. By empowering students with knowledge, skills, and values related to sustainability, educators can guide them toward becoming responsible stewards of the planet. Djam’an’s research highlights the importance of fostering a deep connection between students and their environment, ultimately inspiring them to advocate for sustainable practices within their communities.

As our planet faces unprecedented environmental challenges, the role of education in cultivating a sustainable future is paramount. Djam’an’s study not only sheds light on the critical role of environmental education within the STEAM framework but also serves as a call to action for educators worldwide. By embracing a multidisciplinary approach and prioritizing sustainability, we can equip future generations with the awareness and tools needed to navigate the complexities of the 21st century and beyond.

In summary, the intersection of environmental education and the STEAM approach offers a robust framework for addressing pressing ecological issues. N. Djam’an’s work illuminates the multifaceted nature of this endeavor, advocating for a holistic, inclusive, and hands-on approach to education that prioritizes sustainability. It is through such innovative and collaborative educational strategies that we can hope to inspire and empower students to become the environmental leaders of tomorrow.

The exploration of environmental education within the STEAM framework is not merely an academic exercise; it is a necessary step towards a sustainable future. As we look ahead, it is crucial for educational institutions to embrace this transformative approach, recognizing the profound impact it can have on shaping environmentally responsible citizens prepared to tackle the challenges of an ever-changing world.

Subject of Research: Environmental education and STEAM for sustainability

Article Title: Examining the implementation of environmental education in the STEAM approach for sustainability

Article References:

Djam’an, N. Examining the implementation of environmental education in the STEAM approach for sustainability.
Discov Educ 4, 410 (2025). https://doi.org/10.1007/s44217-025-00837-4

Image Credits: AI Generated

DOI: 10.1007/s44217-025-00837-4

Keywords: Environmental education, STEAM, sustainability, education, interdisciplinary learning, climate change, hands-on experiences, creative engagement.

At its core, geographical thinking is more than memorizing locations or physical features—it is an analytical framework that enables learners to understand and interpret the intricate relationships between places, people, environments, and societal development. Storrøsæter emphasizes that this way of thinking is crucial for grappling with pressing contemporary issues such as climate change, globalization, and resource management. The absence of clear definitions and educational strategies for this form of thinking leaves students ill-equipped to synthesize diverse information into coherent understandings of the world’s dynamic systems.

One of the most alarming findings centered around the concept of “place,” often regarded by geographers as a fundamental pillar of geographical knowledge. Contrary to expectations, place-based thinking receives minimal attention within the curricula of the countries studied, including Australia, China, the Czech Republic, Denmark, France, Norway, Slovakia, South Africa, and the United States. This neglect represents a critical deficiency because place-based insights ground abstract geographical concepts in tangible human and environmental contexts, nurturing empathy, cultural awareness, and spatial reasoning.

The study, published in the International Research in Geographical and Environmental Education journal on June 6, 2025, offers a comprehensive survey method that scrutinizes the presence and articulation of key learning objectives linked to geographical thinking across the different national curricula. While it does not measure the extent or effectiveness of curriculum implementation, it serves as a vital diagnostic tool signaling where reforms are urgently needed. Notably, the study finds that curricula from countries like France are comparatively rigid, blending history and geography under a single framework dominated by history teachers. Conversely, Norway and Denmark exhibit more flexible, open-ended goals, facilitating interpretive teaching but facing challenges in clear academic guidance.

The role of geography as a bridge connecting natural and social sciences is another dimension highlighted by Storrøsæter. She argues that geography alone synthesizes these domains, creating an integrated understanding of human impact on the environment and the reciprocal influences between society and nature. This synthesis is increasingly necessary in a world facing urgent sustainability crises, biodiversity loss, and societal upheavals exemplified by political events like Brexit and electoral shifts in the United States. Geographical literacy can illuminate how these phenomena emerge from local environmental exploitation and broader systemic transformations.

However, a significant void within these curricula is the absence of cultivating “ways of thinking,” such as creative, future-oriented, and metacognitive processes. These cognitive skills enable students not only to acquire knowledge but also to question, analyze, and anticipate complex scenarios critically. Without fostering these thinking modes, geography education risks devolving into rote memorization of facts disconnected from real-life relevance. Storrøsæter cautions that when curricula omit these dimensions, the holistic purpose of education is compromised, leaving learners poorly prepared for lifelong learning and civic engagement.

Central to these concerns is the practical challenge faced by educators working with narrow and sometimes vague curricular frameworks. In Norway, for example, geography instruction is constrained by limited weekly hours and a shortage of qualified teachers who specialize in the subject. Storrøsæter, bringing nearly a decade of teaching experience, underscores the implications of this situation: students enter secondary education with declining prior knowledge, while educators lacking subject expertise struggle to enact meaningful learning experiences. Consequently, teaching often becomes superficial, focusing on facts rather than nurturing sophisticated understanding and analytical skills.

Moreover, Storrøsæter draws attention to the necessity of connecting students’ personal decisions with global contexts and long-term consequences. An illustrative example involves plastic pollution—when a student buys bottled water, they must learn to see beyond convenience and understand the embedded environmental costs of plastic production and waste. This geographical lens empowers young people to evaluate how local actions ripple through planetary systems, fostering responsible citizenship and sustainable behavior.

The research team’s comparative approach also sheds light on how political, cultural, and educational structures influence curriculum design. For instance, geography in Denmark is treated primarily as a science subject, which affects the inclusion of thinking competencies differently than in the more historically oriented models of France. Furthermore, evidence shows that countries like Australia and China have notable gaps in clearly articulated objectives related to ways of thinking, pointing to a global pattern of curricular insufficiencies in preparing students for future challenges.

Ultimately, the study advocates for more precise, ambitious, and practical geography curricula that empower educators and students alike. This is not a call for homogenized global standards but for shared ambitions—to deepen geography’s connection to critical topics like sustainability, citizenship, and community development. By prioritizing the development of thinkers rather than mere fact-learners, education systems can equip young people with the cognitive tools needed to navigate and influence an increasingly complex world.

As geography faces institutional pressures worldwide—from reduced instructional time to constrained teacher expertise—the findings of Storrøsæter and colleagues serve as a wake-up call for educational policymakers and stakeholders. The path forward requires integrating geographical thinking explicitly into curricula, supporting teacher education, and providing resources that enable dynamic, thoughtful, and contextually rich teaching. In doing so, geography can reclaim its pivotal role in fostering informed, capable global citizens ready to confront the multifaceted problems of the 21st century.

The future of geography education hinges on embracing innovative pedagogies that meld content knowledge with critical thinking, creativity, and metacognition. Without this transformation, the risk is that geography becomes sidelined, and students lose access to the intellectual frameworks essential for understanding the complex interplay of human and environmental dynamics. Through purposeful curriculum reform and robust teacher support, geographical thinking can become the compass guiding young learners toward meaningful engagement with their world.

Subject of Research: Not applicable

Article Title: An international perspective on geography curricula: paving a way forward for geographical thinking

News Publication Date: 6 June 2025

Web References:
https://www.tandfonline.com/doi/full/10.1080/10382046.2025.2513535?mi=3fqos0
http://dx.doi.org/10.1080/10382046.2025.2513535

References:
Tomáš Bendl, Hilde Storrøsæter, Lene Møller Madsen, David Trokšiar, Raphaële de la Martinière, Shanshan Liu, Sizakele Serame, Jerry T. Mitchell, Péter Bagoly-Simó, Yushan Duan, Gillian Kidman: “An international perspective on geography curricula: paving a way forward for geographical thinking,” International Research in Geographical and Environmental Education, 6 June 2025.

Image Credits: Sølvi W. Normannsen/NTNU

Keywords: Geography education, curricular analysis, geographical thinking, upper secondary education, teacher shortage, sustainability education, metacognition, place concept, comparative education, educational policy