Integration of Ecopedagogy in the Modern Curriculum for Sustainable Education from the Perspective of Islamic Education Management

1. Introduction

The global environmental crisis, climate change, ecosystem degradation, and environmental pollution have become serious challenges to the sustainability of human life. These conditions make education a strategic instrument in building students’ ecological awareness and social responsibility. In the context of modern education, environmental issues are no longer understood solely as ecological problems, but are also related to social, cultural, economic, and global policy transformations. Therefore, education is required not only to produce students who excel academically, but also those who possess ecological awareness, critical thinking skills, and responsibility for environmental sustainability. Ecopedagogy emerges as an educational approach that emphasizes critical, reflective, participatory, and transformative learning in building a harmonious relationship between humans and the environment (Humphreys, 2019; Kopnina, 2020; Norat et al., 2016). Various studies also show that environmental education needs to be integrated in a multidisciplinary manner into modern education systems to address the global challenges of the 21st century (Fauzi et al., 2022; Karabulut, 2023; Payne, 2015).

From the perspective of Islamic Education Management (MPI), the integration of ecopedagogy is not only related to the development of ecological awareness, but is also part of the spiritual responsibility of humans as khalifah fil ardh who are entrusted with maintaining the sustainability of the earth. This concept is affirmed in QS. Al-Baqarah 30, which explains the duty of humans as caliphs on earth. In addition, Islam emphasizes a harmonious relationship between humans and the environment through the concepts of hablum minal alam and mizan (balance). Environmental damage caused by human behavior is explained in QS. Ar-Rum 41, while QS. Al-A’raf 56 emphasizes the prohibition against corrupting the earth after Allah created it in a good and balanced state. The perspective of Islamic eco-theology views nature as ayat kauniyah that must be preserved as a manifestation of the greatness of Allah Swt. (Fauzi et al., 2022). Relationship between humans and nature in Islam is integrative and spiritual, not exploitative. Thus, Islamic Education has a strong philosophical foundation in developing sustainable education based on the values of tawhid and environmental ethics (Shidqi & Sutiani, 2025).

The integration of ecopedagogy in modern Islamic education is also relevant to the idea of the Islamization of knowledge developed by Syed Naquib Al-Attas and Ismail Raji Al-Faruqi. Islamic education must shape civilized human beings who are responsible toward God, humanity, and the universe (Sholihah et al., 2026). Meanwhile, Al-Faruqi emphasized the importance of integrating knowledge with the values of tawhid so that education does not become trapped in a secular paradigm (Velida Apria Ningrum, 2023). In addition, the goal of Islamic education is to form a complete human being who has moral, social, and spiritual responsibility (Asafila, 2024). In the context of MPI, the development of an ecopedagogy-based curriculum becomes important because it not only integrates environmental issues into learning, but also supports the transformation of Islamic education toward the holistic formation of students’ ecological and spiritual character. Therefore, ecopedagogy can serve as a strategic approach in the development of curriculum, school culture, and sustainable Islamic education governance.

Previous research shows that the integration of ecopedagogy has been implemented in various disciplines and levels of education. Environmental education can be integrated into English language learning through empowerment learning and ecological education (Cui, n.d.). Education for Sustainable Development (ESD) has an important role in achieving the SDGs, especially SDG 4.7 on sustainable education (Holst et al., 2024). The integration of the SDGs into the education curriculum has still not been carried out evenly and comprehensively (Yuan, 2024). Research by Tõnis Mets et al. also explains the importance of developing sustainability competencies, green skills, and ecological citizenship in 21st-century education (Mets & Holbrook, 2021). Various studies indicate that ecopedagogy has strong relevance in the development of modern sustainability-based curricula. However, most studies still focus on general education and have not extensively examined the integration of ecopedagogy from the perspective of Islamic Education and MPI.

In addition, previous studies have also shown that the implementation of environmental education still faces various challenges. Research indicates that environmental education is still dominant in the cognitive aspect and has not yet touched the affective dimension and the ecological behavior of students (Tobar et al., 2023). A culture of memorization and non-inclusive pedagogical relationships can hinder the implementation of Education for Sustainable Development (ESD) (Adamson, 2024). Research by Soseala S. Tinilau et al. also found a gap between environmental education policies and their implementation in schools (Tinilau et al., 2025). On the other hand, the development of digital technology, green transformation, and collaborative learning provides new opportunities for the development of more innovative and participatory ecopedagogy (Carstensen et al., 2026; Ying & Wang, 2024). These conditions indicate that the integration of ecopedagogy requires curriculum reform, pedagogy, and educational governance that are more holistic and contextual.

Based on these various studies, there is a research gap indicating that studies on the integration of ecopedagogy are still more widely discussed from the perspective of general education, while studies connecting ecopedagogy with Islamic Education Management, tawhid values, ecological ethics, and sustainable education remain relatively limited. Most studies are also still partial and contextual in nature, thus failing to provide a comprehensive synthesis regarding integration patterns, implementation approaches, challenges, and the future direction of ecopedagogy development within modern Islamic education curricula. Therefore, this study offers novelty through its effort to integrate the perspectives of ecopedagogy, sustainability education, and Islamic educational values within the framework of Islamic Education Management. This research is important to strengthen the development of curricula, pedagogy, and governance in sustainability-based Islamic education, as well as to support the transformation of Islamic education in the 21st century.

This study employs a Systematic Literature Review (SLR) approach to develop a comprehensive synthesis regarding the integration of ecopedagogy into modern curricula for sustainable Islamic education. The research problems in this study include: (1) how the integration patterns of ecopedagogy in modern curricula support sustainable Islamic education; (2) how approaches, strategies, and implementation models of ecopedagogy are applied in modern education; and (3) how the challenges, opportunities, and directions for the development of ecopedagogy are viewed from the perspective of Islamic Education Management. This study is expected to provide theoretical and practical contributions to the development of sustainability education, ecological ethics, and the transformation of Islamic Education Management based on the values of tawhid, sustainability, and socio-ecological responsibility.

2. Research Method

This study uses a Systematic Literature Review (SLR) approach to identify, evaluate, and synthesize various studies regarding the integration of ecopedagogy in modern curricula for sustainable education. The SLR approach was chosen because it is capable of providing a systematic, transparent, and structured synthesis of various previous research findings related to sustainability education, ecopedagogy, environmental education, and Education for Sustainable Development (ESD). This study was designed through several main stages, namely article identification, screening process, article eligibility assessment, and synthesis of research results. The research process follows the PRISMA Reporting flow used to ensure that the literature selection process is conducted systematically and can be replicated by other researchers. Based on the PRISMA diagram, article identification was carried out through the Scopus database using the keywords “Environmental Education Integration”, “Sustainable Curriculum Development”, and “Green Education Transformation”.

Fom the initial search process, a total of 284 articles were obtained. Furthermore, a screening process was carried out by removing articles that did not meet the research criteria, including articles outside the 2019–2026 range, articles without abstracts, and articles that were not relevant to the research theme. After the screening and eligibility assessment process was conducted, 30 main articles and 3 additional articles from other sources were obtained, resulting in a total of 33 articles analyzed in this study. The article selection process was carried out gradually to ensure that all articles used were truly relevant to the research focus on the integration of ecopedagogy in the modern curriculum for sustainable education. In addition, this study used inclusion criteria in the form of articles discussing sustainability education, ecopedagogy, environmental education, climate literacy, green transformation, and the integration of environmental education into modern curricula at various levels of education.

The main instruments in this study consisted of documentation sheets and literature synthesis matrices used to categorize research data based on the focus of the study, research objectives, research methods, learning approaches, research findings, implementation challenges, and opportunities for developing ecopedagogy in the modern curriculum. Research data were collected through documentation techniques by reading, identifying, recording, and classifying all articles that met the inclusion criteria. Each article was analyzed in depth to obtain information regarding patterns of ecopedagogy integration, implementation approaches and strategies, as well as challenges and opportunities for the development of sustainable education.

The data analysis process was conducted using a thematic analysis approach through the stages of data reduction, theme categorization, synthesis of research findings, and comprehensive interpretation of the findings. The main themes analyzed in this study include interdisciplinary learning, experiential learning, transformative education, sustainability competencies, ecological awareness, contextual learning, spiritual ecology, Indigenous Ecological Knowledge, green transformation, dan sustainability curriculum development. The analysis was conducted by comparing various previous research findings to identify patterns, similarities, differences, and trends in the development of research on ecopedagogy in modern curricula. In addition, this study also employed a descriptive-analytical approach to explain the relationship between previous research findings and the need for educational transformation in the 21st century. Through this approach, the study is expected to produce a comprehensive synthesis regarding the integration of ecopedagogy into modern curricula so that it can serve as a conceptual and practical reference for the development of sustainable education in the future.

3. Results and Discussion

1. Discussion of Research Question 1: Patterns of Ecopedagogy Integration in Modern Curricula to Support Sustainable Education

The research results show that patterns of ecopedagogy integration in modern curricula are developing through multidisciplinary, interdisciplinary, and transdisciplinary approaches that connect sustainability issues with various fields of knowledge and learning activities. Ecological education can be integrated into English language learning through empowerment learning so that environmental education does not stand as a separate subject, but becomes part of the cross-disciplinary learning process (Cui, n.d.). The integration pattern demonstrates that modern curricula are beginning to shift from a content-oriented approach toward a transformative curriculum that places sustainability as a core value of education. Research by Jorrit Holst et al. also shows that ESD has begun to be integrated into education policies, teacher training, and learning evaluation, although its implementation is still “add-on” in nature (Holst et al., 2024). These findings indicate that the pattern of ecopedagogy integration is still in a transitional stage from an administrative approach toward a systemic and transformative approach.

In addition, research by Xinqun et al. states that the SDGs have been integrated into various subjects such as geography, health, and biology, which shows a tendency of the modern curriculum toward a holistic sustainability curriculum (Yuan, 2024). In addition, higher education has begun integrating sustainable development through sustainability assessment frameworks and interdisciplinary approaches (Lozano, 2019). Thus, the ecopedagogical integration pattern in this study shows that modern sustainability education is increasingly moving toward an approach that unites social, cultural, economic, and environmental aspects within a single integrated educational system. Ecopedagogy is not only integrated through learning content, but also through the transformation of learning culture, pedagogical relationships, and students’ learning experiences. Arnold's research shows that the use of schoolgrounds as a learning medium is able to create contextual learning that builds a direct relationship between students and their environment (Taringa, 2025) . In addition, eco-art-based and place-based learning art education is able to develop ecological awareness through creative and reflective approaches (Bertling et al., 2021). These findings indicate that the pattern of ecopedagogy integration in the modern curriculum is no longer oriented toward memorizing environmental concepts, but toward forming meaningful ecological experiences.

In the context of Islamic Education Management (MPI), the results of this study are highly significant because they show that modern Islamic education can develop sustainability-based curricula through the integration of ecological values into various subjects and educational activities. The research by Norshariani et al. demonstrates that integrating elements of tawhid into environmental education can build students’ ecological awareness through moral and spiritual approaches. This indicates that ecopedagogy has a very strong relevance to the paradigm of Islamic education, which positions humans as khalifah responsible for maintaining the balance of nature (Rahman et al., 2020). Thus, this research contributes to the field of MPI through strengthening the concept of an Islamic education curriculum based on sustainability, ecological ethics, and spiritual ecology in the development of 21st-century education.

The significance of this research lies in its ability to demonstrate that the integration of ecopedagogy into the modern curriculum is not merely a pedagogical innovation, but also part of a transformation in the educational paradigm toward sustainable education. Modern education requires a curriculum capable of developing students’ critical ecological awareness, ecological citizenship, and sustainability competencies. In the context of MPI, Islamic education has thus far been more oriented toward the development of spiritual morality, while issues of sustainability and environmental crises have not yet fully become a central part of curriculum development. The integration of ecopedagogy can serve as a bridge between Islamic education, sustainability education, and the socio-ecological transformation of modern society, while also making a theoretical contribution by expanding ecopedagogy studies through the perspective of Islamic education and sustainability curriculum development. Islamic education has great potential in building ecological consciousness through the integration of tawhid values, environmental ethics, and social responsibility into the educational curriculum. Therefore, it is not only relevant for the development of sustainability education in general, but also provides an important contribution to the development of MPI scholarship within the context of global sustainable education.

2. Discussion of Research Question 2: Ecopedagogy Approaches, Strategies, and Learning Models

The research results show that the implementation of ecopedagogy in sustainable education uses various learning approaches such as experiential learning, interdisciplinary learning, transformative learning, reflective learning, and contextual learning. These findings are in line with the research of Rana A. et al., which shows that climate literacy is more effectively developed through sustainability projects and experiential learning than through theoretical learning alone (Hijazi, 2025). The study showed that learners need direct experience and social involvement in understanding global environmental issues. This finding is also supported by research by Arnold Taringa et al., which shows that outdoor learning and schoolgrounds learning are able to improve students' ecological understanding through real environmental experiences (Taringa, 2025). In addition, interdisciplinary integration education through the STEAM approach is able to improve students' creativity, problem-solving skills, and environmental literacy (Jian Dong, 2024).

Thus, this study demonstrates that the implementation of ecopedagogy is more effectively carried out through active, participatory, and experience-based learning compared to traditional approaches oriented toward memorization of material. These approaches show that modern sustainability education requires a pedagogical transformation so that learners not only understand environmental issues cognitively, but are also able to develop genuine ecological awareness and action. In the context of MPI, experiential learning and contextual learning approaches are highly relevant because Islamic education emphasizes the importance of the interconnectedness between knowledge, practice, and life experience in the educational process.

The ecopedagogy learning model was developed through reflective learning and critical pedagogy approaches (Tabas, 2025). The research shows that sustainability education requires space for moral and philosophical reflection so that learners are able to critically understand the relationship between humans, technology, development, and the environment. This shows that ecopedagogy is not only related to the development of environmental technical skills, but also to the development of students' ecological ethics and critical consciousness. Meanwhile, Joy G.'s research shows that eco-art education is capable of fostering ecological reflection through creative and aesthetic approaches (Bertling et al., 2021). Research by John Bosco et al. also shows that Indigenous Ecological Knowledge can build students’ emotional connection with nature through local cultural approaches and the two-eyed seeing approach (Acharibasam, 2023). In the context of MPI, reflective learning and spiritual ecology approaches have very strong relevance because Islamic education emphasizes the formation of moral and spiritual awareness, as well as human responsibility toward nature as a trust from God. Research by Norshariani et al. shows that the integration of tawhid elements in environmental education can strengthen the affective and ethical dimensions of students toward the environment (Rahman et al., 2020). Thus, the results of this study provide an important contribution to the development of Islamic education pedagogy based on sustainability and ecological ethics.

The significance of the findings of this study lies in their ability to demonstrate that the implementation of ecopedagogy requires a paradigm shift in learning from teacher-centered learning toward participatory and transformative learning. This study shows that sustainable education cannot be achieved through learning that merely emphasizes the transfer of knowledge, but rather requires learning that builds students’ experiences, reflection, social participation, and critical awareness. In the context of MPI, the findings of this study are important because they provide a conceptual foundation for the development of Islamic education learning models that are more contextual, reflective, and problem-solving based in addressing the socio-ecological issues of modern society. In addition, this study also shows that ecopedagogy can serve as a strategic approach in developing students’ sustainability competencies and green skills in Islamic educational institutions. Thus, this study provides a practical contribution to the development of ecopedagogy-based learning strategies to support the transformation of Islamic education toward sustainable education in the 21st century.

3. Discussion of Research Question 3: Challenges, Opportunities, and Directions for the Development of Ecopedagogy

Table 3. Ecopedagogy Learning Model

Research findings indicate that the implementation of ecopedagogy in the modern curriculum still faces various challenges in aspects of curriculum, pedagogy, learning culture, education policy, and the readiness of educational institutions. The implementation of ESD is still “add-on” in nature and has not yet become the main foundation of the formal education system (Holst et al., 2024). In addition, environmental education still predominantly focuses on cognitive aspects and does not sufficiently develop the affective dimension and ecological behavior of students (Tobar et al., 2023). Laela Adamson's research shows that hidden curriculum, memorization culture, and non-inclusive pedagogical relationships can weaken the goals of sustainability education (Adamson, 2024). Research by Soseala et al. also shows a gap between environmental education policies and their actual implementation in schools (Tinilau et al., 2025). These findings indicate that the challenges of implementing ecopedagogy are not only related to curriculum materials, but also to educational culture and learning paradigms that remain traditional. In the context of MPI, these challenges are highly relevant because many Islamic educational institutions are still oriented toward textual and normative learning approaches, so sustainability issues have not yet become a fully integral part of the Islamic education system. Thus, this study shows that the development of ecopedagogy requires comprehensive reforms in curriculum, pedagogy, and learning culture.

Nevertheless, the research results also show a great opportunity for the development of ecopedagogy in the modern curriculum. Research by Martin B. et al. shows that green transformation and the development of green skills are becoming important directions in modern education (Carstensen et al., 2026). Research by Rui Ying et al. also shows that global environmental pressures are capable of encouraging universities to carry out green transformation through the integration of sustainability in education and institutional management (Ying & Wang, 2024). In addition, the development of digital technology, multimedia learning, and interdisciplinary integration as explained in Jian Dong's research provides new opportunities in the development of innovation-based environmental learning (Jian Dong, 2024).

The Outcome-Based Education (OBE) approach enables the development of sustainability competencies that are more relevant to the needs of the 21st century (Sun, 2024). In the context of MPI, this opportunity is very important because Islamic education has great potential to develop sustainability education based on spiritual, moral, and social values. Spiritual ecology and Indigenous Ecological Knowledge are able to strengthen environmental education through cultural approaches and local values (Acharibasam, 2023; Rahman et al., 2020). Thus, the direction of ecopedagogy development in Islamic education can be carried out through the integration of sustainability education with the values of tawhid, environmental ethics, and socio-ecological responsibility in the modern curriculum.

The significance of this research lies in its contribution to expanding the study of sustainability education through the perspectives of ecopedagogy and Islamic education. This research demonstrates that sustainable education requires educational transformation that is not only administrative and curricular in nature, but also touches the moral, spiritual, social, and ecological dimensions of learners. In the context of MPI, this research provides a theoretical contribution to the development of an Islamic education paradigm based on sustainability and ecological ethics. In addition, this research also offers practical contributions to the development of curricula, learning models, and Islamic education policies that are more responsive to the global environmental crisis. This research shows that Islamic educational institutions have great potential to become centers for the development of sustainability education through the integration of religious values, local culture, and ecopedagogy in the educational process. Thus, this research strengthens the position of MPI as a field of study that not only discusses educational management administratively, but also the development of transformative education capable of addressing the socio-ecological challenges of the 21st century.

The implications of this research indicate that the development of a modern curriculum needs to be directed toward the holistic integration of sustainability education through an ecopedagogical approach. Educational institutions need to develop interdisciplinary curricula, experiential learning, and transformative learning so that learners are able to build ecological awareness and sustainability competencies more deeply. The development of teacher training is also important so that educators possess pedagogical abilities in integrating sustainability education into daily learning activities. In the context of MPI, the implications of this research show the importance of developing an Islamic education curriculum based on ecological ethics, spiritual ecology, and sustainability values. Islamic educational institutions can develop environmental education models based on the values of tawhid, environmental morals, and socio-ecological responsibility to support sustainable development. In addition, the development of educational policies that support green transformation and a sustainability culture within educational environments is also an important implication of this research. Therefore, this research provides a strategic direction for the future development of Islamic education and sustainability education.

Although this study provides a comprehensive synthesis regarding the integration of ecopedagogy in modern curricula, it also has several limitations. First, this study only used articles obtained from certain databases and within a specific research time range, so there may still be other relevant studies that have not been identified. Second, most of the studies analyzed still focus on higher education and certain countries, so the generalization of the research findings needs to be carried out carefully. Third, this study used a Systematic Literature Review approach, so the research findings depend on the quality and characteristics of the articles analyzed. Fourth, this study discusses the integration of ecopedagogy more from conceptual and pedagogical perspectives, so practical implementation in Islamic educational institutions still requires further empirical research. In addition, this study has also not discussed in depth the relationship between ecopedagogy, digital transformation, and artificial intelligence in sustainable education. Therefore, future research is expected to develop empirical studies regarding the implementation of ecopedagogy in Islamic educational institutions as well as develop sustainability learning models based on technology and digital transformation.

4. Conclusion

The integration of ecopedagogy in the modern curriculum is a strategic approach to supporting 21st-century sustainable education through multidisciplinary, interdisciplinary, and transdisciplinary approaches implemented through experiential learning, reflective learning, contextual learning, and transformative learning to build students’ ecological awareness, sustainability competencies, and critical consciousness. Its implementation still faces challenges in the form of the dominance of cognitive approaches, traditional learning cultures, limited educator competencies, and the suboptimal integration of sustainability education into the formal curriculum. However, digital transformation, green transformation, strengthening spiritual values, and the integration of local culture present important opportunities in the development of ecopedagogy. This research contributes to the development of Islamic Education Management (MPI) through strengthening curricula, pedagogy, and educational policies based on the values of tawhid, ecological ethics, and socio-ecological responsibility, while also expanding the study of transformative Islamic education that is responsive to the global environmental crisis.