TEACHER READINESS, SYSTEMIC BARRIERS, AND ADAPTIVE STRATEGIES IN IMPLEMENTING ISLAMIC ECOTHEOLOGY IN ISLAMIC ELEMENTARY SCHOOLS

Abstract

Although Islamic ecotheology frames environmental stewardship as a religious responsibility, how teachers’ perceived readiness, systemic barriers, and reported adaptations coexist in Islamic elementary schools remains insufficiently understood. This study examined these dimensions using a predominantly quantitative, convergent mixed-methods survey of 200 teachers, purposively recruited through professional networks and voluntary participation, between 25 May and 12 July 2026. The questionnaire included 16 readiness items, 20 barrier indicators, and five open-ended questions; descriptive statistics and qualitative content analysis were integrated through an aggregate joint display. Results indicated high perceived readiness (M = 4.15, SD = 0.36; α = .909), with ethics highest (M = 4.40) and lesson planning (M = 3.88) and material development (M = 3.86) comparatively lower. Limited green facilities and consumerist norms were each selected by 69% of respondents, followed by perceived increasing device exposure (63%) and low parental involvement (60%). Reported strategies included communication (63.5%), material reuse (56%), and curriculum integration (53.5%), whereas assessment or reflection was explicitly mentioned by 4%. The findings indicate descriptive coexistence rather than causal associations and suggest priorities for pedagogical support, school resources, and family partnerships; the nonprobability sample does not support national prevalence estimates.