<![CDATA[Increasingly complex environmental problems require educational efforts that address not only technical aspects but also ethical and spiritual dimensions. Islamic Religious Education (IRE) has a strategic role in instilling ecotheological values as an ethical foundation for environmental sustainability. This study aims to examine the role of Islamic Religious Education learning models in the internalization of ecotheological values for environmental conservation. This research employed a qualitative approach using a library research design. Data were collected from scholarly journal articles, academic books, and other relevant literature, which were analyzed using content analysis through data reduction, data display, and conclusion drawing. The findings indicate that active and contextual IRE learning models, such as Project-Based Learning, Problem-Based Learning, and Contextual Teaching and Learning, play a significant role in fostering ecotheological values. These learning models encourage students to connect Islamic teachings with real-life environmental issues, thereby promoting environmental awareness and ecological responsibility. The discussion highlights that the integration of ecotheological values in Islamic Religious Education is more effective when supported by participatory and experience-based learning models, enabling religious values to be understood not only conceptually but also practiced in students’ daily behavior.]]>
