Integrating Green Management in Islamic Educational Institutions: Strategies for Sustainable Education

This study discusses the existence of Islamic boarding school education space to become a center for children's character education. This study uses a library research type. This type of research is used to examine and summarize previously existing theories and then reveal theories related to the research title discussed in several points. The discussion points in this article are: first, the definition of Islamic boarding schools; second, the existence of Islamic boarding schools in Indonesia; third, the basic concept of character education; and fourth, Islamic boarding schools as a center for character education. After conducting a more in-depth theoretical study, the results are presented. The study results show that Islamic boarding school educational institutions, namely the first Islamic educational institutions in Indonesia, from their inception until now, have played an important role in shaping students' character by integrating Islamic and cultural values ​​into the learning process. Islamic boarding schools are designed to foster strong and steadfast character in students by emphasizing moral education and religious knowledge.

Evaluation in Islamic education plays a strategic role not only in measuring learning outcomes but also in shaping students’ character and spiritual integrity. This article aims to examine evaluation approaches and strategies aligned with Islamic values while offering a new integrative conceptual model. Employing a descriptive-qualitative approach through literature review and supported by field-based practices in Islamic schools and madrasahs, this study finds that ideal evaluation in Islamic education must address three domains: cognitive, affective, and psychomotor. These are best assessed through a combination of quantitative, qualitative, and holistic approaches. Current evaluation practices—such as value-based assessment, technology integration, and authentic assessment—have shown potential in Islamic educational institutions, though their implementation remains inconsistent. As a conceptual contribution, this article proposes the Integrative-NTA Model of Islamic Educational Evaluation (Values, Technology, Authentic Assessment), which frames evaluation as a transformative process grounded in Islamic ethics. The model provides a comprehensive, context-sensitive framework that bridges classical evaluation theory with the demands of contemporary Islamic education. It offers practical guidance for educators, curriculum developers, and policymakers to construct meaningful, value-oriented assessment systems.

Multicultural-based Islamic Religious Education (PAI) management is a strategic approach in the administration of Islamic education that focuses on improving the quality of education while simultaneously strengthening inclusive and moderate religious attitudes. This research aims to theoretically examine the concept of multicultural-based Islamic Religious Education (PAI) management, the application of quality management in Islamic education, and its implications for the improvement of the quality of Islamic educational institutions. This research uses a qualitative approach with a literature study type (library research) thru the search and analysis of books, national and international journal articles, as well as relevant academic documents. Data analysis was conducted using content analysis and thematic analysis techniques to identify patterns, concepts, and key principles related to multicultural-based Islamic Education Management (PAI). The study results indicate that multicultural-based PAI management views diversity as a strategic potential in improving the quality of Islamic education. The integration of multicultural values in the PAI quality management system contributes to the development of contextual curricula, inclusive and dialogical learning, strengthening educator professionalism, and the formation of a democratic and virtuous culture in Islamic educational institutions. Thus, multicultural-based PAI management not only functions as an administrative instrument but also as a pedagogical and ideological strategy in shaping students who are religious, tolerant, and socially responsible in a multicultural society.

Islamic education is in the national education system, can be divided into three things. The first is Islamic education as an institution, the second is Islamic education as a subject, and the third is Islamic education as a value. The purpose of this research is to find out the Policy Analysis of Islamic Education Institutional Dynamics: Islamic Boarding Schools, Madrasas, and Integrated Islamic Schools in Indonesia: A Comparative Study. The method used in this research is the method used in this research is a qualitative method with a document review. In terms of this research is referred to as literature study research, by examining journals, books, research reports, magazines and other literature that is in accordance with the discussions studied in the study. Pondok pesantren is defined as a place to live as well as a place for students to gain knowledge, especially religious knowledge. The development of the pesantren curriculum can use strategies that do not undermine the characteristics of the pesantren as traditional Islamic religious education institutions. Madrasas as Islamic educational institutions are now placed as school education in the national education system. In one of the dictums of the joint decree (SKB) of three ministers (Minister of Religion, Minister of Education and Minister of Home Affairs) it was stated that steps were needed to improve the quality of education in madrasas so that graduates from madrasas could continue to public schools, from public schools elementary to college. In essence, an integrated Islamic school is a school that implements the concept of Islamic education based on the Qur'an and As Sunnah. The operational concept of SIT is an accumulation of processes of acculturation, inheritance and development of Islamic religious teachings, Islamic culture and civilization from generation to generation.

Education is a process to humanize humans. The development of education is undergoing rapid changes in Indonesia due to the impact of COVID-19 and MBKM policies. It is at this time that digital transformation in education is running fast, it requires the readiness of educational institutions, teachers, students, and parents. This study aims to analyze the digital transformation of Islamic educational institutions in responding to the MBKM curriculum with the paradigm of Progressivism. This study uses a literature review as a method. Data was obtained from observations and interviews of researchers with several managers of Islamic higher education institutions in Ponorogo. The data that has been obtained were analyzed with the perspective of John Dewey's Progressivism education theory in his book Education of democracy. The results showed that Islamic educational institutions in Ponorogo quickly responded to changes in the education model with digital transformation so that they could implement the MBKM curriculum implemented in Islamic educational institutions under the Ministry of Religion of the Republic of Indonesia. From the perspective of the educational flow of John Dewey's progressivism in education, the learning process of students must be given the freedom to express opinions. Students must be active and not just accept the knowledge given by the teacher. Likewise, the teacher must create an atmosphere so that students always feel thirsty for knowledge. Managers of educational institutions must also understand how education is carried out. Education managed by people who do not understand the problem of education will hinder education itself and the manager of educational institutions must be progressive in making policies because the development of education is always dynamic.

This research aims to describe the evolution of the Islamic education system in the archipelago. The focus of the discussion is the history and development of madrasas and Islamic boarding schools in Indonesia. This research uses a qualitative method with a literature study approach. The data sources used include various literature, such as books, documents, articles, and journals. The results of this research suggest that the Islamic education system and institutions in the archipelago have undergone significant evolution over time. Starting from the simplest forms to modern ones, like today. At the beginning of its development, the process of teaching Islam primarily consisted of recitations and was conducted in homes or mosques. However, as time passes, mosques alone are no longer sufficient to accommodate the increasingly diverse range of teaching activities. Until finally, the terms pesantren, dayah, surau, meunasah, and madrasah emerged. Islamic boarding schools are among the earliest Islamic educational institutions, having existed even before Islam arrived in the archipelago. Islamic boarding schools are non-classical Islamic educational institutions where students are provided. Some components of Islamic boarding schools include Kyais, students, administrators, and dormitories, in an effort to establish schools based on the Islamic religion, namely madrasah. The emergence of these madrasas does not necessarily alter the position of Islamic boarding schools; instead, it complements formal education for students. Madrasahs and Islamic boarding schools both play a crucial role in the development of Islamic education.

The teaching of English in Islamic Higher Education Institutions must be integrated by Islamic values. Since, it is very important for every teacher and lecturer in Islamic Educational Institutions from very early beginning to integrate Islamic values in terms of internalizing those values in the materials taught in the process of teaching and learning. Contrastive analysis is an approach to determine the similarities and differences between two languages. This approach is appropriate to be used in Islamic Higher Education Institutions, since the majority of the students in these Institutions are from Islamic Boarding Schools who had already learned Arabic as their basis of L2. This will help the lecturers to use contrastive analysis between Arabic and English in their English teaching. Considering that their consciousness about Language will help them to learn another language. It is also as one of the integration of Islamic values in English Language Teaching in Islamic Higher Education Institutions , because Arabic is one of cultural values of Islam.

Islamic boarding schools are traditional Islamic educational institutions that have grown and developed in the midst of Muslim communities in Indonesia and are educational institutions that participate in educating and make a major contribution to Islamic religious education as well as in the implementation of education in Indonesia. The purpose of this article is to reveal the education system, challenges and prospects at the Ribatul Muta'allimin Islamic boarding school in Pekalongan City. This research uses field qualitative methods at the Ribatul Muta'allimin Islamic Boarding School, Pekalongan City. The results of this study found that the pesantren education system is basically a traditional Islamic boarding school education system, where students live together and study religious knowledge under the guidance of a kyai. Islamic boarding schools as Islamic educational institutions in Indonesia also have big challenges such as modernity and radical Islam which continues to develop in Indonesia, especially at the MA Ribatul Muta'allimin Islamic boarding school in Pekalongan City, especially in the Islamic education environment. Moderate Islam that is coveted by Muslims, namely Islam that is friendly and not easily angered, is a teaching that will always be taught in Islamic boarding schools as Islamic educational institutions.

Langgar (prayer house) is the oldest Islamic education institution in Indonesia that has been grown and developed in Islamic communities. It is established earlier than pesantren (Islamic boarding school), conventional school, and madrasah (Islamic school). Langgar has been taking an important role in preparing qur’anic generation, especially junior level, for a long time. In the Indonesian Islamic education cluster, langgar is catagorized as one of non-levelling Islamic educations. It has educational elements that forms langgar’s educational system. The system covers students care, santri (students), materials, method, and evaluation. Nowadays, Langgar has been competing with the similar institution which is considered more modern, such as TK al-Qur’an (Islamic kindergarten studying Qur’an).

This research explores the implementation of servant leadership values in developing student character in the Islamic boarding school environment. Islamic boarding schools as Islamic educational institutions have a strategic role in shaping students' character through formal and non-formal learning which is influenced by the leadership style of Islamic boarding school caregivers. This research used a qualitative approach with participatory observation methods and in-depth interviews. The research informants were Islamic boarding school leaders, caregivers, and students at the Darul Ihsan Islamic boarding school in Samarinda. The research results show that servant leadership values, such as empathy, commitment to student development, and example, are applied consistently by Islamic boarding school leaders in developing students' character. These values are transformed through daily interactions, spiritual formation, and religious-based self-development programs.Implementing servant leadership in Islamic boarding schools is not only influences students' moral and spiritual improvement but also increases their sense of social responsibility and discipline. This research concludes that servant leadership plays an important role in the character formation of students in Islamic boarding schools, and recommends this approach as an effective strategy for character education in Islamic educational institutions.

The strengthening of educational patterns that deviate from the great goals of Islamic religious education means that the thinking of two figures, Azyumardi Azra and Tholhah, needs to be reviewed. This article examines the modernist thoughts of PAI and Humanist PAI from the views of these two figures using a library research approach. The results of this research show that the modernization of PAI starts from Islamic educational institutions such as madrasas and Islamic boarding schools, how Islamic boarding schools can create human resources (HR) for the younger generation who are superior not only cognitively but also affectively and psychomotorically but in accordance with the characteristics and subculture of the Islamic boarding school, namely mastery of religious knowledge. The modernity of Islamic boarding schools also discusses religious knowledge and technological science. Azra places Islamic boarding schools as Islamic educational institutions that remain sub-cultural, but also the knowledge taught at Islamic boarding schools is integrative with the advances of the times, namely science and technology. In Tholhah's view, the weakness of Islamic education, which tends to be dichotomous regarding the issue of humanism, is that it is weak economically and in terms of solidarity, which means that human morals are weak to have integrity in maintaining the values ​​of humanism, which should be a concern. For Tholhah, the big goal of education is to save nature, develop nature's potential, and harmonize nature's journey. Humanity or humanism for Tholhah is nature itself and everything related to humanism is part of what must be considered in Islamic education, including thoughts about modernism in Islamic education.

This paper aims to describe the Islamic education system in Indonesia, Pakistan, Saudi Arabia, sociological issues, and alternative solutions. The method used is library research. Study results: Institutions of Islamic education in Indonesia: Islamic boarding schools, madrassas, Islamic higher education, and non-formal Islamic educational institutions. Sociological problems: misorientation, emphasis on intellectual, verbalistic and centralistic, exclusive, dichotomous, mechanical, methodological and pedagogical crises, depending on government education patterns and issues of relevance. The solution: needed concepts that clarify the basic ambivalence of philosophy, objectives, methods, and curriculum of Islamic education; reformulation of Islamic sciences; creating a more future-oriented education; institutional reconstruction; methodological innovation; fostering research enthusiasm; and integration of Islamic education with general education. Islamic education in Pakistan is divided into three: Quranic School; Mosque Primary School; and Madrasa. Sociological problems: poverty; regional disparity; gender discrimination; lack of work skills education; fund; lack of professional teachers; verbalistic; centralistic; exclusive; dichotomous; crisis methodology; and indoctrinative. Solution: increase cooperation with Islamic countries; integration of Islamic education and general education; Increasing teacher and cleric competency; Campaign for equal rights to education; and Increasing the cost of education. Islamic education in Saudi Arabia includes levels: Basic Education, Further Education: general, religious, and technical; College. Its sociological problems: the Sunni clash with the Shiites; teacher domination; gender disparity; and dichotomous problems. The solution: ijtihad ulama ’Islam across countries helps Saudi Arabia formulate an Islamic education system; and cooperation between Islamic countries.

This research project focused on developing a better understanding of the role of consumer and management in mainstream hotels in achieving sustainability. The structure of this research is initiated by providing more information about the main research background, followed by a literature review and development of the models used. The research design is presented with the models. Results of three studies are explained and discussed. The main research question to be answered is ‘What is the role of consumer and management in creating sustainability in a hotel context?’ The literature review on stakeholder theory in strategic green management suggested a multi-perspective involvement (company and customers) in establishing green management in hotels. The hotel consumer literature review found a high extent of Theory of Planned Behaviour (TPB) approaches used to conceptualise individual Pro-Environmental Behaviour (PEB) in existing models. However, fewer studies clearly pointed out that the inclusion of hotel green attributes contributes to a better explanation of customer loyalty in hotels. There is also scarcity in the inclusion of behavioural elements and mindfulness in existing PEB models. This research includes a novel feature of mindfulness, domestic green habits (behaviour), and hotel green attributes (context) as an alternative approach to explain individual PEB in hotels. In accordance with stakeholder theory, this research examines co-operations between hotel management and customers to establish business sustainability and provide win-win-win solutions for customers, company, and the natural environment. This research is designed on the pragmatist paradigm. A sequence of mixedmethods design (qualitative – quantitative – qualitative) was selected as the strategy of inquiry. In the first qualitative phase, two customer focus group discussions were conducted to develop some questionnaire items. After the pilot study, a survey targeting 3-star to 5-star hotel users was conducted in Indonesia (n=324). A similar survey was also carried out in Australia (n=339). Hotel management interviews (n=26) were also conducted to develop better understandings on hotel pro-environmental management from managers’ perspectives. The empirical studies presented in this research suggest that the proenvironmental collaboration between consumer and hotel management maintains a significant role in achieving sustainable hotel business. The study of individual PEB in hotels suggests that mindfulness significantly impacts consumer PEB in hotels. Hotel green attributes are found to be prominent in facilitating green behaviours in hotels. The study of the influence of hotel green attributes on customer loyalty suggests that the establishment of hotel green attributes supports customer’s positive attitudes towards the hotel’s brand and exhorts customer loyalty. The significance of green attributes in hotels conforms to the results of manager interviews. The green typology developed from the management interviews suggests high-level motivation, wide scope, very good processes and monitoring, and enhanced levels of customer communication enables best practice pro-environmental management. Exploring PEB in hotels from different perspectives contributes a green collaboration concept between consumer and hotel management to the hotel sustainability literature. A typology of hotel green management is presented to predict the extent of green practices in mainstream hotels. The green management criteria of the typology contribute insights to the actualisation of green management in mainstream hotels, and detailed standards to achieve best green practices in hotels. Supporting the stakeholder theory, staff participation and customer communications are necessary to achieve best green management practices. The novel concept of mindfulness and the behavioural approach to determining consumer PEB in hotels contribute a new perspective to the consumer behaviour literature. This research contributes to hotel management literature by providing insights on the prominent role of hotel green attributes in the actualisation of customer PEB in hotels. Findings of this research add deeper understandings of the role of hotel green attributes and customer experience in generating customer loyalty in hotels. Practically, this research mainly points to green collaboration between stakeholders (managers, staff, and consumer) that can be applied in hotel management. The green management typology criteria developed from this research can be applied to measure the extent of a hotel’s green practices. It can also assist hotel managements by providing a valid reference to enable best green practices in their hotels. Results of this research encourage hotel managers to involve the staff in formulating a green strategy and communicate the green strategy to their customers. Noting the positive impact of hotel green attributes and good hotel customer experience on loyalty, findings of this research deliver a novel approach for hotel management to gain a better understanding of their customers and to improve customer loyalty in their hotel. The inclusion of behavioural aspects and mindfulness in determining hotel PEB challenges and encourages the enactment of PEB among hotel customers.

Educational institutions are very absolute existence today for the smooth process of education, especially in Indonesia. Moreover, educational institutions are associated with the concept of Islam, Islamic educational institutions are a forum where education within the scope of Islam carries out its duties for the achievement of the ideals of the Muslim Ummah. Families, mosques, Islamic boarding schools and madrassas are Islamic educational institutions that are absolutely necessary in a country in general or in a city in particular, because these institutions are like money-making machines that will produce something very valuable, as well as resource printers. qualified and steady human in Islamic aqeedah.Islam requires its people to convey the teachings of Islam to all human masters without exception, but that does not mean also justifies any means, such as coercion and violence. Islam is a religion that rahmatan lil naturalin, so the way to convey it must use a friendly way and its presence can be a blessing for all mankind regardless of differences in religion, creed, race, ethnicity and nation. Islamic educational institutions are one of the Islamic propaganda media, so the development of Islamic educational institutions in an area is an indicator of the development of Islam in the region. Indonesia is a country with a majority Muslim population, but its spread is only concentrated in the western part of Indonesia, while the eastern part of Indonesia is a region that is very minimal almost untouched by Islamic teachings, Islamic educational institutions. The purpose of preparing this paper is to find out the concept of Islamic educational institutions and its development strategy in Muslim minority and elite regions.
 Educational institutions are very absolute existence today for the smooth process of education, especially in Indonesia. Moreover, educational institutions are associated with the concept of Islam, Islamic educational institutions are a forum where education within the scope of Islam carries out its duties for the achievement of the ideals of the Muslim Ummah. Families, mosques, Islamic boarding schools and madrassas are Islamic educational institutions that are absolutely necessary in a country in general or in a city in particular, because these institutions are like money-making machines that will produce something very valuable, as well as resource printers. qualified and steady human in Islamic aqeedah.Islam requires its people to convey the teachings of Islam to all human masters without exception, but that does not mean also justifies any means, such as coercion and violence. Islam is a religion that rahmatan lil naturalin, so the way to convey it must use a friendly way and its presence can be a blessing for all mankind regardless of differences in religion, creed, race, ethnicity and nation. Islamic educational institutions are one of the Islamic propaganda media, so the development of Islamic educational institutions in an area is an indicator of the development of Islam in the region. Indonesia is a country with a majority Muslim population, but its spread is only concentrated in the western part of Indonesia, while the eastern part of Indonesia is a region that is very minimal almost untouched by Islamic teachings, Islamic educational institutions. The purpose of preparing this paper is to find out the concept of Islamic educational institutions and its development strategy in Muslim minority and elite regions.

In Indonesia, there are challenges of the Islamic educational institutions. They are the first, internal challenge and the second, external challenge. The first is Human resource readiness and modernization of educational institutions. Islamic education in Indonesia such as Islamic Boarding Schools (pesantren), madrasah and Islamic schools have challenges to find an alternative to adapt to the development of civilization and modernization. The second challenges is the colonists who meddle in education policy in Indonesia. Islamic Boarding Scholls (pesantren) as holding of Islamic education in Indonesia has always received intimidation and discrimination in policies by the occupiers and even this policy go on in the early post-independence era to the new order that still feels unfair treatment to the institutions of Islamic education in Indonesia.