<![CDATA[This study developed and examined a spiritual transformation-based Christian Religious Education (CRE) learning model to strengthen students’ socio-ecological awareness at SMA Negeri 2 Sentani. The model was conceptually designed by integrating biblical reflection, spiritual experience, contextual ecological issues, collaborative action, habituation, and Papuan Christian responsibility for creation. Five teachers and fifty students participated through classroom observations, in-depth interviews, and pre- and post-implementation assessments. Because the manuscript does not report a validated assessment instrument, reliability coefficients, numerical pre-post scores, intervention duration, or a named qualitative coding framework, the findings are presented as qualitative indications rather than statistically verified effects. Evidence from interviews and observations showed recurring changes in four domains: students increasingly interpreted nature as God’s creation, expressed stronger moral concern about environmental degradation, reported responsible practices such as waste reduction and plant care, and connected ecological responsibility with community well-being and future generations. The study proposes a transformative sequence Word of God, reflection, awareness, action, habituation, and socio-ecological responsibility as its distinctive contribution, positioning spiritual transformation as the internalization mechanism linking Christian faith with ecological practice within secondary-school religious education in Papua.]]>
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