Emotional Resilience Education in Surah Āli ‘Imrān: A Strategy for Building Students' Mental Health in the Digital Era
DOI:
https://doi.org/10.59944/jipsi.v4i1.917Keywords:
khalīfah, environmental management, Islamic education, sustainability, Education for Sustainable Development (ESD), environmental ethicsAbstract
This study aims to analyze the concept of khalīfah in the Qur’an and the principles of environmental conservation in the Hadith, as well as to formulate an Islamic-based model of sustainable environmental management in educational institutions. Employing a qualitative library research approach, this study utilizes thematic exegesis (tafsīr mawḍū‘ī) to examine relevant Qur’anic verses and Hadiths related to environmental stewardship. The primary data sources consist of the Qur’an, particularly verses concerning khalīfah, along with classical and contemporary tafsir works and Hadith literature. Secondary sources include scholarly books and recent journal articles on environmental education, sustainability, and Islamic educational management. Data were collected through documentation techniques and analyzed using content analysis involving data reduction, categorization, interpretation, and synthesis.
The findings reveal that the concept of khalīfah in the Qur’an serves as a theological foundation that emphasizes humanity’s responsibility to preserve and manage the environment sustainably. The Hadith complements this foundation by providing practical principles, including cleanliness, tree planting, environmental conservation, efficient use of water resources, and compassion toward living creatures. The study further identifies five core principles for sustainable environmental management in education: amānah (trust), ‘adl (justice), prohibition of fasād (environmental destruction), iḥsān (benevolence), and wasaṭiyyah (moderation). These principles can be integrated into educational institutions through environmentally oriented visions and missions, green policies, sustainability-based curricula, eco-pesantren and green school programs, and active community participation.
The study also demonstrates a strong compatibility between Islamic environmental values and the framework of Education for Sustainable Development (ESD). However, the Islamic perspective contributes an additional spiritual and eschatological dimension through the concepts of accountability before Allah and environmental stewardship as an act of worship. The novelty of this research lies in the formulation of an integrative conceptual model that connects Qur’anic and Prophetic teachings with sustainable education theory and educational management practices. This model offers a holistic approach to sustainability education by integrating cognitive, affective, ethical, and spiritual dimensions. Therefore, Islamic-based environmental management in education can serve as a strategic framework for fostering environmentally responsible, morally conscious, and sustainability-oriented future generations.
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