<![CDATA[The global environmental crisis, from climate change to waste accumulation, demands education that not only teaches ecological ethics but also instills them as learners' character. Islamic ecotheology offers a value foundation for this purpose, but its study in schools, madrasahs, and pesantren (Islamic boarding schools) remains scattered across single case studies and has not yet explained in an integrated way how school culture serves as a medium of its internalization. This study aims to formulate a conceptual model of internalizing Islamic ecotheology through school culture in shaping environmental care character. It uses a qualitative approach with a library research method following the steps of a systematic literature review. A total of 25 journal and proceedings articles published in 2014–2025 were analyzed thematically with source triangulation. The results show three recurring Islamic ecotheology principles, namely tauhid (unity of nature), khalifah (responsibility), and mizan (balance). These principles are internalized through three layers of school culture, namely cultural values, cultural artifacts, and cultural practices, with role modeling as the link and a three-stage process of value transformation, transaction, and transinternalization. The model is aligned with the SDGs 12, 13, and 15 agenda and with the Adiwiyata program and eco-pesantren. Teacher readiness, school policy, teaching materials, and partnerships determine its sustainability. This article contributes to the study of Islamic education and environmental education through a framework that links the theological foundation, school culture, and indicators of environmental care character behavior.]]>
Copyrights © 2026
