<![CDATA[This study develops the Eco-Arabic Project as a conceptual framework for integrating Arabic language learning with Integrated Natural and Social Sciences (IPAS) in Madrasah Ibtidaiyah. The study responds to two recurring issues: vocabulary instruction that often remains detached from meaningful use and environmental learning that requires contextual, action-oriented experiences. A systematic literature review was conducted by adapting PRISMA 2020 reporting principles. Fourteen core publications from 2024–2026 on project-based Arabic vocabulary learning, project-based IPAS and environmental literacy, and environmental integration in Arabic education were synthesized thematically, while supporting studies were used to strengthen the theoretical framework. The review shows that project-based learning provides authentic opportunities to activate vocabulary through objects, tasks, products, interaction, and presentation, whereas environmental projects support knowledge, problem identification, awareness, and pro-environmental action. The synthesis produces six stages: eco-context orientation, vocabulary activation, Arabic-IPAS inquiry, Eco-Arabic project creation, Arabic communication, and environmental reflection-action. The framework positions Arabic as a functional learning tool and IPAS as meaningful content. Eco-Arabic Project remains a conceptual proposition and requires empirical validation in MI classrooms.]]>
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