Integrating Sufism Learning and Emotional–Spiritual Intelligence to Support Education for Sustainable Development in Higher Education

Achmad Junaedi Sitika; Lilis Karyawati; Muhamad Taufik Bintang Kejora Bintang Kejora; Raihan Maulana; Nazwa Nur Aulia Syam; Li Kun Mei Li Kun Mei

doi:10.35445/alishlah.v18i2.9383

Integrating Sufism Learning and Emotional–Spiritual Intelligence to Support Education for Sustainable Development in Higher Education

Achmad Junaedi Sitika, Lilis Karyawati, Muhamad Taufik Bintang Kejora Bintang Kejora, Raihan Maulana, Nazwa Nur Aulia Syam, Li Kun Mei Li Kun Mei

Abstract

This study examines the integration of Sufism learning and Emotional–Spiritual Quotient (ESQ) to support Education for Sustainable Development (ESD) in Islamic higher education. ESD implementation in universities often emphasizes cognitive and behavioral outcomes, while the spiritual-affective dimension that shapes empathy, self-awareness, emotional regulation, and sustainable commitment remains underdeveloped. This study employed a concurrent embedded mixed methods design, with quantitative survey data as the primary strand and qualitative data as the supporting strand. A total of 230 students enrolled in Islamic Religious Education and Sufism Morals courses at five universities in West Java and Banten participated in the survey. The quantitative instrument was developed based on the 4Cs framework—Curriculum, Campus, Community, and Culture—and ESQ-related indicators. Qualitative data were collected through interviews, observations, and documentation, then integrated with survey findings through thematic triangulation and joint display analysis. The findings show that the overall achievement of the 4Cs was in the good category, with an average score of 3.79. Sufism learning strongly supported empathy, responsibility, spiritual awareness, lecturer role modelling, emotional regulation, and social care. However, the integration of sustainability issues into the curriculum, reflective-contemplative pedagogy, and green campus practices remained inconsistent. This study concludes that Sufism learning can function as a spiritual-affective lever for ESD when systematically connected to curriculum design, campus sustainability programs, community engagement, and academic culture.

Keywords

sufism learning; emotional–spiritual quotient; education for sustainable development; Islamic higher education; sustainability-oriented pedagogy

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DOI: https://doi.org/10.35445/alishlah.v18i2.9383