<![CDATA[Environmental crises challenge Islamic educational institutions to translate religious ethics into sustained ecological practice. This study examines how ecological fiqh operates as a pedagogical and institutional mechanism in pesantren education and identifies the conditions that shape its integration. A qualitative multiple-case design was used across ten pesantren in Sumatra and Java. The study analyzed evidence from semi-structured interviews, participatory observations, and curriculum and institutional documents thematically and compared it across cases. Five themes were identified: institutionalization of ecological responsibility, curriculum and pedagogy, internalization of ecological fiqh, institutional capacity and constraints, and resource stewardship. Integration was strongest where Islamic ecological reasoning was connected to experiential learning, repeated routines, student participation, leadership, and material support; where these conditions were weak, practices remained fragmented or extracurricular. Practically, the findings indicate that leaders and educators should align curriculum, teacher development, student responsibilities, and resource-management routines. The study's originality lies in proposing a provisional normative-pedagogical-institutional chain that explains how religious ethics can move from normative meaning to learning, habitual enactment, and environmental stewardship.]]>
Copyrights © 2026
