<![CDATA[This study aims to formulate a redesigned approach to teaching Religious Education (PAI) at primary school level that is responsive to global environmental crises and the demands of the 21st century. Hingga saat ini, pembelajaran PAI cenderung terjebak dalam pendekatan doktriner-ritualistik yang pasif, sehingga nilai-nilai ekoteologi Islam gagal terinternalisasi ke dalam perilaku nyata. Using a qualitative approach with a descriptive-analytic method, this study developed an instructional model that integrates ecological values through the Project-Based Learning (PjBL) model. The research procedure was carried out in four strategic stages: mapping the values of ecotheology in PAI materials, designing the PjBL syntax, integrating digital pedagogy, and strengthening the school's environmental management ecosystem. The results of the study show that the redesigned learning approach is based on the synergy of three pillars of transformation: Islamic Eco-Ethics as the spiritual foundation, PjBL as the methodological catalyst, and Digital Pedagogy as the technological accelerator. The implementation of the PjBL syntax, from identifying environmental issues to delivering presentations on projects, has been proven theoretically and empirically to increase student engagement, critical thinking skills (HOTS), and 4C skills (Critical Thinking, Creativity, Collaboration, Communication). The research produced concrete outputs in the form of adaptable, hybrid, project-based modules and lesson plans for Islamic Religious Education (PAI). In conclusion, integrating ecological values into the PjBL model effectively transforms students' roles from passive learners to agents of change who embody both ritual piety and ecological responsibility. This synergy not only equips students with modern technological skills, but also re-actualises the role of humans as Khalifatullah fil Ardh in preserving the sustainability of civilisation and the natural world.]]>
