<![CDATA[This study investigates how Islamic educational institutions institutionalize digital transformation, green branding, and Islamic environmental ethics to cultivate sustainable learning ecosystems in the eco-digital era. Employing an intrinsic qualitative case study design, data were collected through classroom observations, document analysis, and in-depth semi-structured interviews with school leaders, teachers, environmental program coordinators, and students. Data were analyzed using a hybrid thematic analysis integrating deductive and inductive coding procedures. The findings reveal three interrelated institutional mechanisms. First, digital transformation was institutionalized through Learning Management Systems, digital governance, online communication platforms, and digital da‘wah, fostering ethical digital literacy, institutional accountability, and responsible learning practices. Second, green branding was institutionalized through waste banks, plastic-free campaigns, urban farming, climate literacy, and āyāt kauniyyah-based learning, embedding sustainability as ecological da‘wah within everyday school culture. Third, the Islamic principles of khalīfah, amānah, and tawāzun functioned as normative mechanisms linking technological innovation with environmental stewardship across governance, curriculum, and institutional practices. Collectively, these mechanisms demonstrate that digital transformation, green branding, and Islamic environmental ethics operate as mutually reinforcing dimensions of sustainability-oriented educational cultures. Building on these findings, the study advances the Eco-Digital Islamic Education Model as an empirically grounded conceptual framework explaining how technological innovation, ecological responsibility, and Islamic values interact to foster sustainable learning ecosystems. The model contributes to the emerging discourse on Islamic Education for Sustainable Development while providing practical guidance for institutional transformation and educational policy supporting Quality Education and Climate Action.]]>
