Indonesia’s Minister of Religious Affairs, Nasaruddin Umar, has called for the inclusion of eco-theology and environmental conservation in religious education curricula. The minister delivered this message during the National Working Meeting (Rakernas) on Islamic Education 2025 in Jakarta, themed "Execution Matters! Beres Ya."

Minister Umar highlighted three key priorities for the future of religious education: environmental issues, tolerance, and nationalism. He emphasized the urgency of education in addressing contemporary challenges, particularly the environmental crisis. Introducing eco-theology as a pivotal approach, he urged the integration of religious values into environmental conservation efforts.

“Eco-theology explores the interconnection between theological and philosophical teachings of religion and the natural environment,” the minister explained. “The concept of khalifah in Islam serves as a moral foundation for teaching students to protect the environment. The Quran and Hadith send a clear message against the destruction of the Earth.” He cited the Ministry of Religious Affairs' interpretation of the Quran, where khalifah (Surah Al-Baqarah: 30) is translated as the steward of the universe.

Minister Umar expressed hope that these values would be woven into religious education, framing environmental preservation as an act of worship and a human responsibility.

The minister’s second vision focused on strengthening tolerance via religious moderation. He introduced the concept of a "Love Curriculum" as an innovative way to embed moderation into religious and civic education.

“Education is the cornerstone of fostering harmony in diversity,” he stressed. Religious moderation is seen as a strategic approach to cultivating an inclusive society while promoting the Islamic principle of rahmatan lil ‘alamin (a mercy to all creation) across all levels of education.

The third pillar emphasized by Minister Umar was nationalism. He underscored the importance of teaching history, strengthening local cultures, and instilling the values of Pancasila as part of cultivating patriotism.

“Nationalism is not merely a slogan but the spirit that drives every educational policy we implement,” he said, stressing that religious education should act as a bulwark to protect the nation’s identity amid the influx of foreign cultural influences. He envisioned a generation with a global perspective yet deeply rooted in cultural heritage and national pride.

Director General of Islamic Education, Abu Rokhmad, echoed the minister’s sentiments, emphasizing the need for efficient execution of educational programs. “Good planning means little without clean, responsive, and service-oriented execution. That is why this Rakernas theme serves as a reminder for us to translate plans into tangible outcomes,” he stated.

Abu Rokhmad introduced the ambitious vision for Islamic education, encapsulated in the motto "MAJU and HEBAT." MAJU stands for Melayani (Service-Oriented), Amanah (Trustworthy), Juara (Champion), and Unggul (Excellent), while HEBAT represents Helpful, Excellent, Brave, Active/Authentic, and Think.

The Rakernas gathered stakeholders from across the Directorate General of Islamic Education and included various sessions, such as an inspiring talk show with Dr. Ary Ginanjar on building a Pendis Culture, alongside commission discussions on critical topics: Islamic teachers and education personnel, higher Islamic education, madrasah programs, and Islamic boarding schools.

“This Rakernas is a pivotal moment to reaffirm our shared commitment. We must ensure that all decisions made here bring real benefits to society and the nation,” concluded Abu Rokhmad.

The event served as a platform for reflection, evaluation, and synergy, aiming to elevate the quality of Islamic education nationwide. (Humas/EBW)