<![CDATA[This study aims to analyze the role of Islamic Religious Education in shaping students’ ecological awareness and responsibility, including the foundations of Islamic values, learning strategies, and supporting and inhibiting factors in its implementation. This study employed a qualitative approach using library research. Data were obtained from books, scientific journal articles, research findings, and relevant documents and were analyzed using descriptive-interpretive content analysis through the stages of reduction, categorization, interpretation, synthesis, and conclusion drawing. The findings reveal that Islamic Religious Education serves as a source of knowledge, a means of value formation, a guide for attitudes, and a driver of students’ ecological actions. The values of tawhid, khalifah, amanah, mizan, the prohibition of fasad, and the prohibition of israf provide theological foundations for developing environmental awareness and responsibility. This process is strengthened through contextual learning, problem- and project-based learning, teacher role modeling, habituation, and environmental activities. This study concludes that the systematic and continuous integration of ecological values into Islamic Religious Education can shape students who are religious, environmentally aware, and responsible for environmental sustainability]]>
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