REALIZING ENVIRONMENTAL-ORIENTED ISLAMIC EDUCATION BASED ON THE VALUES IN THE QUR’AN

The machinery “Environmental Education” is to work towards sustainable development at different levels. Arguments exist on the factors accountable towards environmental damages. Human intervention, ranging from local to global level on environmental issues has been realized. Hence, formal and informal education is the identified tool for transformation. Environmental education at school level is one of the sources to infuse the young generation with a concern and responsive act towards environmental protection and conservation. Policies on envisaging environmental education in schools have not gone beyond the blackboard. Ethiopia is not an exemption of such environmental problems and the intended goals of environmental education through schools have not produced the desired results. The paper draws on a research conducted by the authors on the effectiveness of environmental education in the Metropolis schools of Addis Ababa, Ethiopia. The paper argues that EE in Ethiopia has been given through infusion approach and mainly focus on Chalk and Talk system, which focuses on root memorization of factual knowledge about the environment. Keywords: Environmental Education, environment al issues, Ethiopian Schools, knowledge level Journal of Environmental Extension Vol. 7 2008: pp. 22-30

The holy concept that is developed by much education expert and psychology recently more forward to side of cleaning soul someone. When he was born by mean. Not yet touch by alculturation and cause of ideologies that develop in this life. Therefore that concept fast is not walked how which meaning by Abdullah Nashih Ulwan that holy actually the concept of goodness by universal in by self it is believed of the only one Allah SWT. When baby ini fragrant, everyone was promes of tha onlu one it. It is not known by moslem or not moslem. The holy concept based on the holy Qur’an. It is developed by Abdullah Nashih Ulwan is that creation about the children education in moslem. The research method that is used is library research that has descriptif analysis forward meaning idol that has influence forward human life concept. The research result is : The holy concept according Abdullah Nashih Ulwan is goodness concept that is get in every children that is born in this earth by their mother. Where this concept influence to Tauhid of Allah SWT. The factors that cause happened the wrong holy is family environment (parents), school, social environtment, technology improved, and politic education and then the economical of country. As for the nature of a person developing a step taken is to optimize the potential of nature like education faith, moral, physical, ratio, psychological, social, and sexs. Keyword: The holy, The Holy in Islamic Education

Humans have been living in an environment since its existence. Human approaches and attitudes towards the environment in which they live have changed over time. It is hoped the negative attitudes of humans towards nature, the environment and environmental problems will change in a positive way, due to increasing levels of awareness occurring through environmental education. The aim of this study is to measure secondary school students' level of awareness about environmental education concepts. A quantitative survey model is used in this study. The sample of the study was taken at several central secondary schools in the Sivas province for students in Grades 5 – 8. There are a total of 524 students in the study. The “Environmental education concepts awareness scale (CEKFO)”, developed by Otun, Artun, Temur & Tozlu (2017) consists of 22 items and is a data collection tool for this study. The IBM SPSS statistical 23 package program was used to analyze the data. The results were analyzed by means of arithmetic-mean, standard-deviation, Mann-Whitney U test and Kruskal-Wallis test. The data was evaluated with a significance level of 0.05. As a result of the research, it was concluded that secondary school students who participated in ths research had a high level of awareness about the concepts of environmental education overall. On the other hand, it was concluded that there was no significant difference in secondary school students‘ awareness of environmental education concepts compared to gender and family speech status variables on environmental issues. It was observed that there was a significant difference between variables such as class, mothers’ education, fathers’ education and family monthly income levels.

Environmental education, implemented through educational methods, is considered a crucial strategy for influencing environmental behavior and promoting environmental conservation.Taiwan stands out as one of the few countries that have legislated in favor of environmental education.In 2010, Taiwan passed the Environmental Education Act, which officially came into effect in 2011.According to the Article 3 of the Regulation of Environmental Education Personnel Certification and Management of the Act, environmental education is delineated into eight major professional fields: school and social environmental education, climate change, disaster preparedness and response, nature conservation, pollution prevention and control, environmental and resource management, cultural preservation, and community participation (Ministry of Environment 2023).The context of 'environmental education for pollution prevention and control' includes preventing human activities from causing damage to the living environment or harming public health, covering four dimensions: scientific facts, pollution control, pollution prevention, and policy regulations (Ministry of Environment 2024).Due to Taiwan's rapid economic development, several significant environmental pollution incidents have occurred, such as the Green Oyster Event in the Erren River, the pollution incident at the Taiwan Alkali Anshun Plant, and the RCA Incident in Taoyuan.Additionally, due to the geographical and climatic factors, concerns about poor environmental quality are largely concerned by the publics.These make the 'pollution prevention and control' an essential field in the environmental education.According to the 'National Curriculum Guidelines of 12-year Basic Education, environmental education aims to achieve five main objectives: environmental awareness, environmental knowledge, value attitudes, action skills, and environmental action (Ministry of Education 2019).Therefore, when designing educational materials and methods for pollution prevention in environmental education, it is essential to address all five educational goals simultaneously to effect behavioral change related to the environment.The article first reviewed and analyzed the teaching materials for 'Pollution Prevention and Control' on the website of the Environmental Education Discovery Center, a virtual worldwide web platform to promote environmental education by the Ministry of Environment.The teaching

It is thought that it would be appropriate to use augmented reality technology, which provides many educational advantages for effective environmental education. This research aims to examine the effect of environmental education using augmented reality (AR) applications on the knowledge, attitudes, and behaviors of primary school third-grade students towards the environment and to find out the children's views on AR. The case study design, one of the qualitative research methods, was used in the research. The research was carried out with seventeen primary school third-grade students from a public school in the 2021-2022 academic year. Environmental education was given to the selected class with augmented reality applications for six weeks. The data were collected with the ‘Semi-Structured Interview Form’ prepared by the researcher. Content analysis technique was used in the analysis of the data. According to the findings obtained from the interviews; it has been concluded that environmental education using AR applications is effective in the knowledge, attitude, behavior, and environmental awareness of third-grade students towards the environment. In addition to these, in the interviews; it has been determined that students have positive emotions towards AR reality applications; they want to use the applications in other lessons; AR applications facilitate their learning and positively affect their approaches towards living / non-living beings, the environment and environmental problems.

This research aims to discuss the periodization model of the history of civilization and the development phases of Islamic education. The historical periodization of Islamic civilization and Islamic education developed simultaneously because education existed because of the existence of a civilization. Islamic civilization and education began with the presence of Islam in Mecca. The Prophet established that Islamic education is based on the Koran and Hadith so that all the values of Islamic education are found in the Koran. Harun Nasution divides the history of Islamic civilization into three periods, namely the classical period, the medieval period and the modern period. The development of Islamic education goes hand in hand with the historical development of Islamic civilization. In the classical period, Islamic education was centered on the Prophet, Khulfaur Rasyidin, the Umayyad daulah and the Abbasid daulah. In the middle period, Islamic education focused on three large empires, namely the Ottoman Empire in Turkey, the Safavid empire in Persia and the Mughal empire in India. Meanwhile, in the modern period Islamic education experienced significant changes because in the medieval period Islam experienced decline. Islamic education was born with a new face to develop Islamic education in various aspects.

We gratefully thank to all authors who have contributed to the first issue of International Journal of Contemporary Islamic Education (IJCIED). In this first issue (Vol. 1 issues 1) of IJCIED offers six articles covering topics of Islamic contemporary education. Various issues relating to Islamic contemporary education are presented interestingly to contribute to the body of knowledge and practices. Academia and practitioners in Islamic education studies may gain insight from reading these articles.
 IJCIED is dedicated by Postgraduate studies of Institut Agama Islam Negeri Palu for all academia across the globe. In next issue, we expect writers and researchers over the entire world within Islamic education studies area can contribute to IJCIED. The journal is a free access journal and we do not charge any publication fees. We expect this journal can contribute to the development of practical and theoretical knowledge within Islamic education studies.
 Finally, I hope the articles presented in this issue add further empirical evidence to the growing body of research that examines various fields from Islam education perspectives. The articles could trigger other research to study education with Islam perspectives in broader contexts across the globe. 
 
 Nurdin Nurdin
 Editor-in-Chief
 IJCIED: International Journal of Islamic Contemporary Education

Çevre eğitimi çevresel sorunların çözümü, sürdürülebilir kalkınma, doğal ve yapay çevrenin korunması ekseninde bilinçli insanların yetiştirilmesi hedefine dayanmaktadır. Bu yaklaşıma göre çevresel sorunların sebebini bilen, çevresel sorunlar karşısında tutum ve davranış geliştiren çevresine duyarlı bilinçli insanların yetiştirilmesi çevre eğitiminin temel hedefleri arasındadır. Çevre eğitiminde üniversitelerin üstleneceği rol önemlidir. Çevre bilinci ve duyarlılığı gelişmiş, çevresel sorunların farkında olan ve bunu bir tutum ve davranışa dönüştüren insanların yetiştirilmesi üniversitelerin çevresel eğitim amaçları arasında olmalıdır. Türkiye’de öğretmenler ve öğrenciler üzerinde yapılan çeşitli alan araştırmalarının sonuçları Türkiye’de çevre eğitiminin teorik bir bilginin ötesine geçemediği ve çevre eğitiminin yetersiz olduğunu göstermektedir. Bu çalışmada çevre eğitiminin teorik çerçevesi ifade edilmiştir. Muş Alparslan Üniversitesi’nin ders müfredatı incelenmiş ve üniversitenin çevre eğitimindeki durumu incelenmiştir.

The level and amount of environmental degradation has increased, along with the increase in population. Environmental problems that arise are not technical-technological problems, but rather a human behavior. Education is the only way to improve human behavior. Environmental education needs to be introduced and developed in the society, especially through MTsM Gantung which has adequate educational equipment (infrastructure) (Mangrove Literacy House) and a good education history. However, both hardware and software need to be integrated in an integrated manner to be more effective and efficient. The problem is, not all educational institutions specifically make environmental education an important subject in the learning process, so environmental education is needed as an effort to literacy and inculcate environmentally friendly behavior. The method used in this Community Partnership Program (CPP) is Direct Action and Together Learning. Several management techniques were applied, including Participatory Rural Appraisal and Focus Group Discussion. This program was conducted from March to August 2022. The program results showed that Environmental Education is a new knowledge that has never been known before. Environmental Literacy through education has well understood by teachers and students. The implementation of environmental education is agreed to be included in the curricular learning curriculum as local content, co-curricular as a support for natural science subjects, especially Biology, and extra-curricular as additional knowledge/competence for students. Environmental Education Infrastructure that could use as learning aids for Environmental Education, namely Mangrove Literacy Houses, Mangrove Rehabilitation Areas, Mining Areas, and natural science learning aids that already exist in schools.


 
 
 Environmental Education has emerged to integrate knowledge on the need to conserve and to protect the natural environment and to minimize hazards associated with the polluted environment and natural disasters. The present study aimed at evaluating the effectiveness of an environmental education programme conducted among participants of National Youth Corps (NYC) training centres. NYC recruits two batches per annum within the age group of 15–26 years. The survey was carried out in year 2019 for its first batch at three provinces: Southern, North Central and Sabaragamuwa. A workshop was conducted for all the trainees by the Disaster Management Centre followed by a two-day disaster drill programme to apply the theoretical knowledge into practice. Total intake of 5688 NYC recruits were reported in this year. 1062 of them were selected from 8 NYC training centres out of 14 total centres located within the three provinces that are considered as prone to natural disasters. A quota sampling approach was used to obtain a representative sample from these districts. Selected participants were advised to complete two self-administered questionnaires: one before the workshop and the other soon after completion. Knowledge and attitudes were measured, and the scores were compared with the hypothesis that participants reported higher scores after the workshop. Knowledge and attitudes toward disaster preparedness was evaluated before and after conducting the workshop. 71% from Southern province (Tsunami); 60% from Sabaragamuwa (landslide); and 75% of North Central province (flood) reported prior experience of natural disasters. The level of awareness of having either a local disaster management plan or a local person responsible for disaster preparedness was low. Only 14.8% from Southern, 11.0% from North Central, 17.0% from Sabaragamuwa Province knew the presence of a local DMP in which 15.0%, 19.3% and 21.6% respectively, knew the presence of the DM personal. About 75% from Southern province, 64% from North Central province and 84% from Sabaragamuwa province were not aware of the existence of an early warning system. An increase in the positive attitude was observed and the perceived change in behavioral change of the trainees have increased after the study. They were highly motivated in assisting disasters in a real situation and were willing to volunteer in minimizing the environmental hazards associated with environmental degradation. Despite the high motivation, lack of experience indicates the need for inclusion of disaster management training into National Youth Corps curriculum with annual educational activities after the initial training. The assessment framework established by this study could facilitate regular inspection and verify various disaster management tasks, in-order to enhance youth capability in response to disasters.
 Keywords: Environmental education, Disaster management, Youth, Knowledge enhancement, Attitude change
 
 

Humans evolved in the realm of nature. During evolution, anthropogenic activities led to an imbalance of natural ecosystems thereby causing environmental disasters. An increase in population, rapid industrialization, urban development, and changes in food consumption patterns are major drivers of environmental degradation. Though these are inevitable as a part of development, the nexus of environmental degradation and economic growth are directly linked with the conservation of various environmental compartments including soil, water, air, and biodiversity. Hence, sustainable development is considered the ultimate goal of the interrelationship of Man and the environment. In this context, environmental education is the need of the hour in educating society about the rational use of natural resources and the importance of Sustainable Development. To build a responsible society, the idea of including environmental education in the broader scope of education for development is imperative. Therefore, to assess the importance of environmental education for sustainable development, a perspective on Sustainable Development Goals (SDGs) from college students is attempted. The major objective of the paper was to assess the sensitization and dissemination of skills, attitudes, and behavior of the students with respect to Sustainable Development of Goals in Environmental Education. Methods of environmental education for sustainable development were imparted to the experimental and control group of students. Results indicated a significant difference between the groups in terms of environmental education, perception, and skills of the students from both groups. Further, students who imparted the knowledge on SDGs in Environmental Education showed more sensitization and perception with respect to SDGs, especially on water, biodiversity, climate change, poverty & hunger when compared to the students who were exposed to the conventional teaching methods of environmental education. Outcomes of the study contribute to the development of new methods of environmental education for sustainable development among college students.

The article is dedicated to the analysis of the phenomenon of environmental classics. It is shown that humanities play a growing role in formation of ecological consciousness of the population, supplementing natural sciences knowledge on the way of raising public environmental awareness and development of integrated system of environmental education. It is manifested in the forms, first, of more active appeal of those who are responsible for environmental education to humanities; second, of direct concern to artists and writers by environmental problems and aspiration to contribute in their solving by available means (eco-music, eco-art, eco- and environmental writing). The phenomenon of formation of environmental classics is considered with the reference to the book "Silent Spring" (Rachel Carson, 1962). It is shown its public and educational significance.Ecological literature and ecological classics attract more and more attention of researchers as a material for expanding the theoretical basis of environmental protection, sustainable development, eco-education and education for sustainable development, and for solving practical tasks in the areas of nature conservation, saving attitude to natural resources And eco-education. The canoners of literature on nature, or environmental literature, are advocates of the rights of nature and human rights to a clean and safe environment, academic and educational communities, who use the criteria of the social significance of the text, its influence on the worldview and the attitude of the reader, but not totalitarian authority or leader. Rachel Carson, an example of the analysis of the "Silent Spring" phenomenon, has proved that the ecological classics are determined by the important meanings that it carries to the reader.

The rapid development of technology and economy in past years has largely enhanced the quality of life. However, the emergence of various social and environmental problems could be discovered when looking back. Implementing the idea of environmental education in school systems therefore becomes a primary issue to promote environmental education. In this case, the practice of governmental policies has to implement the idea of environmental education in school systems, provide complete and comprehensive resources, information, and channels for environmental education, and positively promote the practice of Environmental Protection Law of China and the legislation revision. Aiming at college students in Beijing City, total 322 students in 6 different departments of Minzu University of China are selected as the research objects for the 16-week (3hrs per week for total 48 hours) experimental teaching. Total 322 copies of questionnaire are distributed, and 287 valid copies are retrieved, with the retrieval rate 89%. The research results reveal significantly positive effects of 1.environmental education on environmental awareness, 2.environmental awareness on environmental attitude, and 3.environmental education on environmental attitude. It is expected to enhance environmental awareness, attitudes, and behaviors related to environmental education based on the revision of Environmental Protection Law of the People’s Republic of China.

ABSTRACT:Resource depletion, environmental degradation, and related problems are not simply the results of technology and economy. The underlying cause is the collective behavior of individuals in a society, behavior that is predominantly cultural. Cultural ecology can contribute to environmental science and education as well as to the solution of environmental problems by providing concrete case studies that demonstrate the importance of the cultural factor and by providing a broader cross-cultural and diachronic perspective on human-environment interactions and environmental problems. After a brief survey of various ecological approaches in anthropology, cultural ecology is reviewed with particular attention to concepts, methods, resources, and relevance for teaching this subject in environmental studies.

It has been suggested that a positive human–nature relationship is essential for countering today’s environmental problems. Prior environmental education research has focused largely on knowledge or attitudinal outcomes, and few studies have examined the ability of environmental education programmes to promote connectedness with nature. Therefore, our goal was to (1) examine differences in connectedness with nature among a sample of children with differing ages and academic tracks, and (2) investigate whether environmental education can help promote and sustain connectedness with nature. With a pre-, post- and retention test design, we assessed a comprehensive four-day environmental education programme on water at a school field centre, using the inclusion of nature in self (INS) scale to identify the change in connectedness of 9–10-year-old pupils and 11–13-year-old pupils. We found that younger children and university-track pupils had higher INS scores than older children and general-education-track pupils, respectively. Participating in environmental education resulted in a robust short-term increase in connectedness with nature in both age groups. However, only the younger pupils’ connectedness remained sustained four weeks following the treatment. Environmental educators should keep in mind that strengthening connectedness to nature is more sustainable before the age of 11.