Volume III: Education and Ecological Literacy

Green Education Challenges in National and Global Contexts: A Critical Analysis and Islamic Values-Based Integrative Paradigm

  • Afnie Rizky Nurkamaliyah UIN Sunan Gunung Djati Bandung, Indonesia

Keywords

Green Education, Green Education, SDGs, Glocal Approach, Sustainability.

Abstract

The increasingly complex global ecological crisis demands a fundamental transformation in the education system, especially through strengthening the green education paradigm. Nevertheless, green education in global discourse still faces epistemological, pedagogical, and contextual limitations, especially due to the dominance of secular-technocratic paradigms and the hegemony of Western epistemology. This research aims to critically analyze these limitations and formulate a more integrative and contextual green education model in the perspective of Islamic education. This research employs a qualitative approach through library research that is descriptive-analytical and critical. Data were obtained from global policy documents, reputable international journal articles, and relevant academic literature. Data analysis was conducted through content analysis combined with critical analysis to identify patterns, gaps, and possible conceptual reconstructions. The findings reveal that green education currently tends toward cognitive reductionism, knowledge-action gaps, and incompatibility with local contexts, particularly within the Indonesian education system. As a synthesis, this research offers an integrative green education model based on Islamic values that combines the dimensions of knowledge, values, and critical awareness within the framework of monotheism, caliph, and trust. This model further emphasizes transformative learning approaches, institutional integration, and glocal perspectives as implementation strategies. The contribution of this research lies in the paradigmatic reconstruction of green education which is not only adaptive to global issues, but also transformative, contextual, and value-based. The proposed model is expected to be an alternative framework in the development of continuing education, especially in the context of Islamic education in Indonesia.

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