<![CDATA[This article aims to analyze the integration of the social life cycle assessment (S-LCA) principle in the holistic evaluation of Islamic education. This study employed a systematic literature review method consisting of four stages: identification, selection, eligibility assessment, and inclusion. A total of 2,084 scientific articles were identified through the Scopus database using keywords such as "S-LCA," "social impact assessment," and "Islamic education evaluation." Most of these articles were published in international journals and conference proceedings from various countries. After applying the inclusion criteria, 32 articles were selected that specifically discussed the application of the Social Life Cycle Assessment (S-LCA) approach in the evaluation of Islamic education. According to the results of a systematic review of thirty-two chosen articles, S-LCA is a method for assessing social factors and social impacts at every stage of a product or service's life cycle, from the extraction of raw materials to the production process, distribution, use, and management. This systematic review identified at least five core ethical principles as the theoretical and practical foundation for the use of S-LCA: social and humanitarian justice, full life cycle analysis, transparency and participatory involvement, social and cultural contextualization, and sustainability and social transformation. Three fundamental approaches can be used to implement the concept of adaptation: the classification of stakeholders in Islamic education, the reformulation of social indicators, and the research of adaptation units. With adjustments to the unit of analysis, indicators, and stakeholders, S-LCA can be a thorough alternative approach for assessing the value and merits of Islamic education.]]>
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