<![CDATA[Global environmental crises are not merely technical problems, but ethical failures caused by the loss of a loving relationship between humans and nature. Conventional environmental ethics education tends to be atomistic, anthropocentric, and fear-based, thereby failing to cultivate awareness of ontological interconnectedness. Meanwhile, the concept of the Nature-Loving Curriculum, which emerges as a transformative paradigm, remains largely normative-philosophical and lacks a systematic Qur’anic exegetical foundation based on maqāṣid. This study aims to conduct a maqāṣid al-Qur’ān review of the Nature-Loving Curriculum through the perspective of Tafsīr al-Taḥrīr wa al-Tanwīr by Ibn ‘Āshūr. The research employs a qualitative library research method using a three-stage maqāṣidī tafsīr approach: describing the meanings of the verses, identifying the objectives of the Sharī’ah, and reinterpreting curriculum values. The three kawniyyah verses analyzed are Q.S. Al-Baqarah: 164, Q.S. Ar-Rūm: 41, and Q.S. Al-A’rāf: 56. The findings reveal three pillars of Ibn ‘Āshūr’s environmental maqāṣid: ‘adl (ecological justice), iṣlāḥ (the restoration of the human–nature system), and raḥmah (compassion as relational ethics). These three pillars are operationalized into curriculum competencies (knowing, loving, and acting for nature) and formulated within the framework of objectives, content, process, and evaluation. The study concludes that a maqāṣid-based Nature-Loving Curriculum shifts the paradigm from anthropocentrism to ecotheology through the formulation maḥabbah li al-bī’ah min maḥabbah li al-Khāliq (“love for nature is love for God”), making it ready to be implemented in madrasahs as a form of worship and prophetic mission.]]>
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