<![CDATA[Environmental crises show that technical knowledge is insufficient when education does not also cultivate spiritual, moral, and ecological responsibility. This study analyzes Islamic educational value contents reconstructed from Hasan Langgulung’s thought, environmental educational value contents reconstructed from David W. Orr’s thought, and formulates their conceptual integration. Using qualitative library research with a philosophical-integrative approach, the analysis involved construct identification, value reconstruction, substantive correspondence, cross-relational analysis, and philosophical-integrative synthesis. Langgulung’s thought was reconstructed through tawhid, fitrah, akhlaq, integration of knowledge, and stewardship responsibility, while Orr’s thought was reconstructed through ecological awareness, environmental responsibility, sustainable living, ecological justice, and participation and environmental action. Integration operates across reconstructed value contents through dynamic, multidirectional, reciprocal, and continuous relations rather than one-to-one pairing, with human-nature interconnectedness as an ontological principle. The synthesis produces the Integrative Spin conceptual model comprising Spiritual-Ecological Awareness, Sustainable and Just Living, Ecological Ethics of Responsibility, Integrative Ecological Literacy, and Participatory Ecological Action Grounded in Stewardship. Its originality lies in a cross-relational mechanism that integrates reconstructed value contents rather than mechanically pairing conceptual constructs, thereby offering a philosophical-conceptual framework that connects Islamic spiritual-moral foundations with the ecological-practical orientation of environmental education.]]>
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