Conceptual Awareness of the Sustainable Development Goals (SDGs) Among Islamic Education Teachers: Bridging Faith and Sustainability
Conceptual Awareness of the Sustainable Development Goals (SDGs) Among Islamic Education Teachers: Bridging Faith and Sustainability

Summary/Abstract: Background/purpose. The integration of the Sustainable Development Goals (SDGs) into education positions schools as central actors in promoting global sustainability. Islamic Education, rooted in values of stewardship, justice, and moderation, inherently aligns with Education for Sustainable Development (ESD). Yet, empirical evidence from Arab contexts on teachers’ awareness of sustainability remains limited. This study examined Islamic Education teachers’ awareness of SDG-related concepts in public schools in Irbid Governorate, Jordan, and explored differences according to gender, academic qualification, and years of experience. Materials/methods. Data from 242 teachers (2023/2024) were collected using a validated questionnaire across three sustainability domains and analyzed through descriptive statistics and a three-way ANOVA. Results. Results indicated high teacher awareness, highest in the social domain and lowest in the environmental domain, with no significant differences by gender, qualification, or experience. The findings support integrating sustainability into Islamic Education through targeted environmental training and culturally aligned ESD/SDG-based curriculum development. Conclusion. Sustainable development concepts, particularly in the social domain, reflecting strong alignment with Islamic values. The consistent awareness across gender, qualification, and experience underscores the role of Islamic Education in advancing sustainability in schools. The study recommends developing targeted professional training—especially on the environmental dimension—and integrating sustainability concepts more systematically into Islamic Education curricula. Future research should examine how such integration influences teaching practices and student learning outcomes.

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