<![CDATA[This study aims to develop an eco-theology-based curriculum model for Islamic higher education that integrates Islamic theological principles with environmental sustainability. The study employed a qualitative approach using Straussian Grounded Theory. Data were collected through semi-structured interviews, participatory observation, and documentation involving academic leaders, curriculum administrators, policy experts, Islamic education experts, curriculum experts, and students. Data were analyzed through open, axial, selective, and theoretical coding to identify conceptual relationships and develop an integrative curriculum model. The findings indicate that an eco-theology-based curriculum requires the systematic integration of tawhid, khalifah, amanah, mizan, and the prohibition of fasad fi al-ardh into learning outcomes, course content, teaching strategies, authentic assessment, and institutional support. These elements form an integrative framework connecting faith, knowledge, ecological awareness, environmental responsibility, and sustainable campus culture. The study further demonstrates that environmental sustainability in Islamic higher education should not be treated merely as an additional topic but as an integral dimension of Islamic educational practice. The study implies that eco-theology can serve as a contextual and practical foundation for curriculum development, strengthening students’ ecological awareness, ethical responsibility, and commitment to sustainable environmental action within Islamic higher education.]]>
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