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 for mainstreaming sustainability by institutionalizing theological values within teaching practices and school culture. This study examines the design and implementation of eco-Islamic education in three Muhammadiyah boarding schools in South Sulawesi and analyzes their contributions to the Sustainable Development Goals (SDGs), particularly quality education (SDG 4), climate action (SDG 13), and partnerships (SDG 17). Using a sequential mixed-methods approach, data were collected through structured observations, five-point Likert-scale assessments across five dimensions, in-depth interviews, field notes, and institutional document reviews. Inferential statistical analyses using one-way ANOVA and the Kruskal–Wallis test revealed statistically significant differences in implementation levels among the three institutions (p < 0.01). Hisbul Wathan demonstrated very high levels of eco-Islamic education implementation, Balebo showed high implementation, while Jauh Pandang remained at an early stage of development. Thematic analysis identified key mechanisms linking the integration of faith, knowledge, and action; institutional leadership and value orientation; eco-curriculum and policy support; role modeling and habituation; and SDG-oriented partnerships. Based on these findings, the study proposes a replicable conceptual model that connects Islamic theological principles: tawazun (balance), amanah (stewardship), and khalifah (vicegerency) with green curriculum transformation and environmentally responsible institutional practices. The findings offer empirical insights for faith-based education systems seeking to align spiritual formation with sustainability outcomes.