<![CDATA[Objective: This study aims to examine the role of narrative pedagogy in repositioning Islamic stories as reflective and aesthetic literary texts within Islamic Religious Education (IRE) and analyze their alignment with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions). Theoretical framework: The study relies on narrative pedagogy, literary appreciation theories, and Education for Sustainable Development (ESD) frameworks to conceptualize religious narratives as tools for aesthetic, ethical, and socio-emotional engagement. Literature review: Previous scholarship highlights that traditional religious instruction often relies on cognitive rote learning, whereas narrative approaches transform abstract theological doctrines into contextualized, lived human experiences. Method: A qualitative literature-based analysis was employed to examine how narrative structures, aesthetic language, and symbolic meanings foster reflective religious understanding. Results: The results indicate that narrative elements—including plot, character development, conflict, and symbolism—enhance students' cognitive, emotional, and imaginative engagement, thereby encouraging critical interpretation, ethical reflection, and dialogical learning. Furthermore, aesthetic dimensions empower students to internalize core values of justice, peace, empathy, and social responsibility, directly supporting the 2030 Agenda for Sustainable Development. Implications: This research provides strategic pedagogical guidelines for IRE educators and curriculum designers to integrate literary-based narratives, cultivating inclusive, values-driven, and globally conscious student competencies. Novelty: The study offers an innovative conceptual synthesis by bridging Islamic narrative pedagogy, literary appreciation, and global sustainability goals, presenting a novel framework for modern religious education.]]>
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