Environmental Literacy in Islamic Elementary Education: Synthesizing Eco-Theology, Eco-Sufism, and Ecological Piety
DOI:
https://doi.org/10.70376/x3rtq526Keywords:
Islamic Environmental Literacy, Eco-Theology, Eco-Sufism, Ecological Piety, Environmental Education; Islamic Elementary EducationAbstract
Environmental literacy is an essential component of sustainability education. However, existing frameworks predominantly emphasize cognitive competencies and pro-environmental behavior while providing limited attention to the theological, spiritual, and moral dimensions, particularly within Islamic education. This study aims to develop a conceptual framework for Islamic Environmental Literacy in Islamic elementary education by synthesizing the concepts of Eco-Theology, Eco-Sufism, and Ecological Piety. A systematic literature review was conducted following the PRISMA protocol, resulting in the analysis of twenty-two peer-reviewed journal articles primarily retrieved from the Scopus database, with Google Scholar used as a supplementary source for cross-checking. Thematic synthesis identified six conceptual themes, which were subsequently integrated into three higher-order dimensions: The findings demonstrate that Islamic Environmental Literacy should be understood as a developmental pathway in which eco-theology provides the epistemological foundation through the concepts of khalifah, mizan, and ayat kauniyah; eco-Sufism facilitates the internalization of ecological values through zuhd, qana'ah, and muhasabah; and Ecological Piety translates these theological and spiritual values into environmentally responsible behavior. This framework extends conventional environmental literacy perspectives by integrating cognition, spirituality, and character formation into a unified model. The proposed framework provides a theoretical foundation for curriculum development, character-oriented environmental education, and future empirical research in Islamic elementary education.
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