Muslim Students’ Perception of Green Economy Education in Promoting Ethical and Sustainable Economic Awareness
DOI:
https://doi.org/10.70062/greeneconomics.v1i2.414Keywords:
Eco-literacy, Environmental ethics, Green economy, Islamic education, Sustainable behavioAbstract
Global environmental challenges require active engagement from all sectors, including education. For Muslim youth, awareness of environmental sustainability aligns with Islamic ethical principles such as stewardship (khalifah), justice (ʿadl), and social welfare (maslahah). This study examines the influence of green economy education within Islamic higher education on students’ eco-literacy, ethical awareness, and sustainable economic behavior. A quantitative approach was employed using a structured questionnaire distributed to students from both Islamic economics and non-economics programs. Data were analyzed with descriptive statistics, independent t-tests, and one-way ANOVA to identify differences in environmental knowledge, attitudes, and behavior. Findings show that students with an Islamic economics background consistently achieve higher scores in knowledge, attitudes, and behavioral engagement related to sustainability compared to non-Islamic economics students. Integrating Islamic ethical values into the curriculum provides a holistic framework for internalizing sustainability principles, encouraging students to translate ethical knowledge into practical action. Pedagogical strategies such as project-based learning, reflective exercises, and experiential programs further enhance engagement and eco-conscious behavior. The study highlights the critical role of Islamic education in fostering a generation of ethically aware and environmentally responsible students. By embedding moral and ecological principles in academic programs, educational institutions can strengthen students’ capacity for sustainable decision-making and support broader goals of responsible economic and environmental stewardship.
References
Abdullah, N. A. I. N., & Haron, R. (2024). Ethical investing: How does SRI Sukuk affect the green economy? In Islamic Green Finance: A Research Companion (pp. 111–119). https://doi.org/10.4324/9781032672946-16
Agu, A. G., Etuk, S. G., & Madichie, N. O. (2022). Exploring the role of sustainability-oriented marketing education in promoting consciousness for sustainable consumption. Sustainability, 14(13), 8077. https://doi.org/10.3390/su14138077
Alnabulsi, K., & Jreisat, A. (2024). Green finance on Islamic financial markets: A sustainable approach to growth. 2024 International Conference on Sustainable Islamic Business and Finance (SIBF 2024). https://doi.org/10.1109/SIBF63788.2024.10883851
Begum, A., Liu, J., Marwat, I. U. K., Khan, S., Han, H., & Ariza-Montes, A. (2021). Evaluating the impact of environmental education on ecologically friendly behavior of university students in Pakistan: The roles of environmental responsibility and Islamic values. Sustainability, 13(18), 10188. https://doi.org/10.3390/su131810188
Bozkus Kahyaoğlu, S. (2024). The green education and training architecture for the green economy. In Greening Our Economy for a Sustainable Future (pp. 187–196). Elsevier. https://doi.org/10.1016/B978-0-443-23603-7.00015-7
Bsoul, L., Omer, A., Kucukalić, L., & Archbold, R. H. (2022). Islam’s perspective on environmental sustainability: A conceptual analysis. Social Sciences, 11(6), 228. https://doi.org/10.3390/socsci11060228
Chen, C., Shahbaz, P., & Haq, S. U. (2024). Transforming students’ green behavior through environmental education: The impact of institutional practices and policies. Frontiers in Psychology, 15, 1499781. https://doi.org/10.3389/fpsyg.2024.1499781
El-Sherbiny, Y. S., Hammad, H., & El-Bassiouny, N. (2024). Ethics education, moral attentiveness and consumer wisdom: Exploring the relationships. Journal of Macromarketing, 44(4), 798–812. https://doi.org/10.1177/02761467241286255
Fauziah, R. S. P., Purnomo, A. M., Firdaus, U., Nanyanto, A. B. D., Roestamy, M., Rusli, R. K., Apriliani, A., & Lathifah, Z. K. (2024). Promoting Islamic value for green skill development in Islamic vocational high school. Jurnal Pendidikan Islam, 10(1), 53–64. https://doi.org/10.15575/jpi.v10i1.35383
Fernández, Y. L. H., López, S. M. P., Gómez, D. L. D., & Sánchez-Torres, J. A. (2023). Analysis of the ecological attitude and sustainable behavior of students: A green campus model, the case of the University of Medellín, Colombia. Journal of Teacher Education for Sustainability, 25(2), 21–34. https://doi.org/10.2478/jtes-2023-0014
Gulzar, A., Islam, T., Khan, M. A., & Haq, S. M. (2021). Environmental ethics towards sustainable development in Islamic perspective. Ethnobotany Research and Applications, 22, 39. https://doi.org/10.32859/ERA.22.39.1-10
Guzmán-Meza, M. E., Rubio-Campos, L. M., Gonzales-Guzman, A. G., & Castillo-Valeriano, M. D. R. (2024). Impact of environmental awareness on attitudes towards sustainable development: A correlational study in university students. Proceedings of the LACCEI International Multi-Conference for Engineering, Education and Technology, 241. https://doi.org/10.18687/LEIRD2024.1.1.241
Hadiati, E., Setiyo, S., & Dwiyanto, A. (2024). Environmental sustainability in Islamic campus life: Multi-major students’ perspective. E3S Web of Conferences, 482, 04012. https://doi.org/10.1051/e3sconf/202448204012
Hnatyuk, V., Pshenychna, N., Kara, S., Kolodii, V., & Yaroshchuk, L. (2024). Education’s role in fostering environmental awareness and advancing sustainable development within a holistic framework. Multidisciplinary Reviews, 7(Special Issue), e2024spe012. https://doi.org/10.31893/multirev.2024spe012
Hutasuhut, R. F., & Djukri. (2024). Environmental literacy profile of nature tourism parks for students. AIP Conference Proceedings, 2622(1), 030015. https://doi.org/10.1063/5.0134166
Lutfauziah, A., Al-Muhdhar, M. H. I., Suhadi, S., & Rohman, F. (2024). Does environmental education curriculum affect student’s environmental culture in Islamic boarding school? Revista de Gestão Social e Ambiental, 18(5), e05621. https://doi.org/10.24857/rgsa.v18n5-079
Ma, L., Shahbaz, P., Haq, S. U., & Boz, I. (2023). Exploring the moderating role of environmental education in promoting a clean environment. Sustainability, 15(10), 8127. https://doi.org/10.3390/su15108127
Maslani, M., Qadir, A., Muhyidin, A., & Hidayat, W. (2023). Ecopedagogy in action: An ethnographic exploration of environmental preservation strategies in pesantren. Jurnal Pendidikan Islam, 9(2), 211–222. https://doi.org/10.15575/jpi.v9i2.29347
Maulida, S. S., Nursaniah, C., & Sari, L. H. (2024). Study of implementation of the eco-pesantren concept at Dayah Terpadu Inshafuddin, Banda Aceh. IOP Conference Series: Earth and Environmental Science, 1290(1), 012037. https://doi.org/10.1088/1755-1315/1290/1/012037
Mirzal, H., Zaki, I., & Bastomi Fahri Zusak, M. (2024). How does Islam support the green economy? A study on turath perspective. Journal of Islamic Monetary Economics and Finance, 10(4), 657–678. https://doi.org/10.21098/jimf.v10i4.1962
Muhamad, A., Khalil, S. A., Basir, S. A., & Norasid, M. A. (2024). Instilling Islamic values of environmental sustainability through experiential learning: A case study of revealed knowledge and natural phenomena’s students. Asia Pacific Journal of Educators and Education, 39(2), 219–248. https://doi.org/10.21315/apjee2024.39.2.12
Mursid, M. C., Aziz, F. A., & Anjani, D. (2024). The role of sharia economics in realizing sustainable green economic development. Journal of Infrastructure, Policy and Development, 8(5), 5012. https://doi.org/10.24294/jipd.v8i5.5012
Musa, M. N., Mokhtar, M. I., Rekan, A. A., & Zakaria, M. F. (2024). Islamic environmental education: The experience of the Institute of Islamic Understanding Malaysia (IKIM). In Contributions to Management Science (Part F2529, pp. 731–741). https://doi.org/10.1007/978-3-031-48770-5_59
Okechukwu Ugwuozor, F., & Otu, M. S. (2020). Effect of exposure to business ethics courses on students’ perceptions of the linkage between ethics education and corporate social responsibility. Journal of Education for Business, 95(4), 242–247. https://doi.org/10.1080/08832323.2019.1646698
Rahim, R., Rathore, H. S., Rabbani, M. R., & Alam, M. N. (2024). Maqasid Al-Shariah and green finance: A theoretical framework on Islamic finance with Sustainable Development Goals for a greener future. In Proceedings of the 2024 International Conference on Sustainable Islamic Business and Finance (SIBF 2024) (pp. 255–261). https://doi.org/10.1109/SIBF63788.2024.10883847
Rashid, A., & Siddique, M. A. (2021). Circular economy, green economy, and sustainable development: Establishing the interconnections and discoursing the role of Islamic finance. In Gulf Studies (pp. 53–72). https://doi.org/10.1007/978-981-16-6061-0_5
Rivas, A. (2024). Exploring my sustainable footprint: An innovative journal-based method for developing sustainability awareness and habits. In Proceedings of the 26th International Conference on Engineering and Product Design Education (pp. 205–210). https://doi.org/10.35199/epde.2024.35
Rosman, R., & Marzuki, M. M. (2024). Corporate social responsibility in the Islamic green economy. In Islamic Green Finance: A Research Companion (pp. 101–110). https://doi.org/10.4324/9781032672946-15
Setianingrum, D. A., Setiyo, S., & Dwiyanto, A. (2024). Environmental education through Islamic lens: Values and practices. E3S Web of Conferences, 482, 04014. https://doi.org/10.1051/e3sconf/202448204014
Shovkhalov, S. (2024). Islamic economic principles and their contributions to ecological sustainability and green economy development. E3S Web of Conferences, 541, 04009. https://doi.org/10.1051/e3sconf/202454104009
Taboada-González, P., & Aguilar-Virgen, Q. (2024). The perception of undergraduate students from different educational systems on sustainability. SAGE Open, 14(2). https://doi.org/10.1177/21582440241243153
Yusuf, R., Maimun, Sanusi, F., Fajri, I., & Saputra, J. (2020). A comparison of student environmental literacy: Public and Islamic schools in Banda Aceh, Indonesia. International Journal of Innovation, Creativity and Change, 12(9), 222–239.
