INTEGRATION OF SDGS, CONTINUING EDUCATION (ESD),CLIMATE CHANGE, AND GREEN EDUCATION(Case Study at SMPN 1 Tanjungpinang)

Abstract

Global sustainability challenges, including climate change and environmental degradation, require education systems to move beyond adding sustainability topics to the curriculum and toward institutional practices that are consistently managed. Previous studies on the Adiwiyata Program in Tanjungpinang have focused on implementation profiles and environmental attitudes, so the links between the Sustainable Development Goals (SDGs), Education for Sustainable Development (ESD), climate change education, and Green Education at the school level remain insufficiently examined. This study analyzes the integration of these four concepts at SMP Negeri 1 Tanjungpinang, Riau Islands, Indonesia, within the perspective of Islamic Education Management. A qualitative case study was employed. Data were drawn from the school’s vision and mission statements, publications on Adiwiyata cadre coordination and communal cleaning activities in June 2026, and the researcher’s direct observations of student waste-disposal habits, organic waste sorting, and school greenery. Data were analyzed descriptively and thematically in three stages: categorizing data by dimension, mapping evidence onto relevant SDGs, and synthesizing the findings with ESD, climate change education, and Green Education concepts. The findings show that the school’s environmentally cultured vision, Adiwiyata coordination, participatory activities, and observed practices align most directly with SDG 4, SDG 12, and SDG 15, while links to SDG 6, SDG 11, and SDG 13 remain contextual or potential.