Integrating Pedagogy and Eco-Theological English Language Teaching (ELT): A Systematic Literature Review on Integrating Nun (ن) Hermeneutics within the Merdeka Curriculum

Abstract

In Indonesia, Merdeka Curriculum promotes learner-centred, contextual, and value-based education to offer a platform of integrating ethical and ecological values in English Language Teaching (ELT). This paper is a systematic literature review (SLR) that seeks to investigate how eco-theology and Islamic philosophical principles -particularly the hermeneutics of Nun (ن) and holistic education can be applied to inform the ELT practices according to the Merdeka Curriculum. The 45 peer-reviewed sources in the systematic review plan according to PRISMA guidelines covered three areas, i.e., eco-theology, language pedagogy, and Islamic educational philosophy. Findings indicate that eco-theological ethics (Nasr, 1996; Foltz, 2003), communicative and post-method ELT (Kumaravadivelu, 2006; Richards and Rodgers, 2014), and holistic learning models (Bloom, 1956; Miller, 200 The hermeneutical This paper assumes a composite model of Habluminallah, Habluminannas and Habluminal Aalam and cognitive, affective and psychomotor domains. Eco-theological ELT is discovered as a potential and contextually relevant addition to the Merdeka Curriculum, through the lens of Islamic symbolism.

Keywords: Systematic Literature Review, Eco-Theology, ELT, Merdeka Curriculum, Nun hermeneutics, Islamic Pedagogy