The Relevance of Islamic Nature Schools as a Foundation for Ecotheology in Early Childhood Education

Abstract

The current global ecological crisis is not merely a technical challenge but also reflects a profound crisis of human spirituality. This study explores the relevance of implementing Islamic ecotheology within the curriculum of Islamic Nature-Based Schools (SAI) as an effort to cultivate environmental awareness in early childhood. Using a qualitative descriptive approach, this paper examines how theological principles such as tawhid (divine oneness), khalifah (stewardship), and mizan (balance) are translated into nature-based educational practices. The findings indicate that Islamic Nature-Based Schools (SAI)) have successfully transformed abstract ecotheological concepts into concrete experiences through experiential learning and tadabbur alam (reflection on nature). The internalization of these values during the golden age of development has proven effective in shaping “ecological piety” and the character of responsible “young stewards.” This educational model not only addresses the challenge of children’s alienation from nature (nature-deficit disorder), but also represents a long-term investment in nurturing a generation capable of realizing sustainable development grounded in the integrity of faith.