<![CDATA[Environmental education is currently limited to the formal transfer of knowledge and does not yet address students' affective, moral, and real-action dimensions. This study analyzes the integration of Islamic ecotheology in religious subjects, the role of love, and the factors that support or inhibit students' ecological awareness. The method uses a single-case qualitative study conducted at Sekolah Dasar Negeri 6 Wawonii Tengah, involving the principal, teachers, and students through interviews, observations, and documentation. Research Results: The study reveals that integrating five core Islamic ecotheological values (tawhid, khalifah, amanah, mizan, and rahmah) into Qur'anic literacy and Islamic education effectively bridges spiritual understanding and concrete environmental action. Love serves as a crucial affective dimension connecting cognitive knowledge to ecological care. While teacher modeling, school leadership, and daily routines support implementation, challenges remain around time constraints, resources, and inconsistencies in home environments. This research constructs an integrated seven-component ecopedagogy framework theological orientation, affective orientation, ecological literacy, experience, reflection, praxis, and school culture that successfully transforms textual understanding into sustainable pro-environmental character among primary students. Conclusion: Reconstructing Islamic ecotheology- and love-based ecopedagogy effectively transforms religious education into real action for school environmental conservation. Contribution: This study provides a model for integrating Islamic ecotheology into the primary religious curriculum and offers an empirical reference for ecopedagogy in coastal island regions.]]>
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