The Ecological Caliphate Paradigm: Integrating Islamic Eco-Theology and Fiqh al-Bi’ah in Islamic Religious Education

Shofia Aqila As-Shofa; Yoyok Amirudin; Moh. Muslim; Ahmad Faidlun Nawal

doi:10.37680/qalamuna.v18i2.10216

Authors

Shofia Aqila As-Shofa Universitas Islam Malang
Yoyok Amirudin Universitas Islam Malang
Moh. Muslim Universitas Islam Malang
Ahmad Faidlun Nawal Universitas Islam Negeri Sunan Ampel Surabaya

DOI:

https://doi.org/10.37680/qalamuna.v18i2.10216

Keywords:

Ecological Stewardship; Environmental Fiqh; Islamic Eco-Theology; Islamic Religious Education; Sustainability Education

Abstract

This study develops a conceptual framework connecting khalifah fil ard, Islamic eco-theology, and environmental jurisprudence with Islamic Religious Education. Method: It uses a qualitative, purposive literature synthesis rather than an empirical evaluation. Selected Qur’anic passages and authenticated hadith reports are read alongside recent scholarship on Islamic environmental ethics, environmental education, and sustainability. Content analysis identifies textual principles; thematic interpretation examines responsibility, restraint, justice, and care; conceptual synthesis translates these themes into curriculum design. Results: The resulting Ecological Caliphate Paradigm links theological justification, differentiated legal responsibility, learning activities, and assessable outcomes. Four curriculum pillars are proposed: theological understanding, environmental fiqh, ecological character, and participatory pedagogy. Applications include water-use audits within thaharah lessons, waste prevention in consumption ethics, and community conservation projects. Environmental responsibility is interpreted as combining collective provision with personal duties that depend on harm, capacity, and authority, rather than assigning every activity the same legal status. Conclusion: The framework offers a traceable way to connect religious reasoning with environmental learning. Its educational effectiveness remains untested and requires classroom research before claims about sustained behavioural change can be made

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