Eco Islamic Education and Its Contribution to Sustainable Development Goals in Muhammadiyah Boarding Schools of South Sulawesi

Islamic boarding schools in Indonesia offer a strategic setting to mainstream sustainability by integrating theological values into teaching and school culture. This study analyzes the design and implementation of eco-Islamic education across three Muhammadiyah boarding schools in South Sulawesi and examines their contributions to the Sustainable Development Goals, particularly quality education, climate action, and partnerships. We employ mixed methods combining structured observations, five-point Likert assessments across five dimensions (eco-education concepts and practices, Islamic value internalization, curriculum and program innovation, SDG contributions, and a conceptual model of eco-education), in-depth interviews, field notes, and policy document review. Descriptive statistics and between-group tests (one-way ANOVA and Kruskal–Wallis) indicate significant differences in implementation levels, with Hisbul Wathan scoring highest, Balebo high, and Jauh Pandang at an early stage. Thematic analysis highlights mechanisms linking faith–knowledge–action, institutional values and leadership, eco-curriculum and policy, role-modeling and habituation, and SDG-oriented partnerships. We propose a replicable conceptual model that connects Islamic theological principles tawazun (balance), amanah (stewardship), and khalifah (vicegerency) to green curriculum transformation, eco-friendly operations, and measurable SDG contributions. Findings inform policy and program design for faith-based schooling systems seeking to align spiritual formation with sustainability outcomes.