Abstract
Eco-theology has gained substantial momentum in Indonesian education, reflected in the Ministry of Religious Affairs' publication of a dedicated volume on the subject. Its operationalisation within formal education, and particularly at madrasah level, nevertheless remains underexplored, and the field still lacks clearly articulated indicators against which the practical implementation of eco-theology can be assessed. Existing studies report a persistent value-action gap, in which students display ecological behaviour inside school but do not sustain it beyond institutional boundaries, together with a recurring absence of structured evaluation mechanisms capable of detecting that gap. This study formulates a set of implementation indicators for eco-theology in education, so that institutional readiness can be assessed and the translation of eco-theological principles into school practice measured. A systematic literature review of three databases, Lens.org, OpenAlex, and the Directory of Open Access Journals, yielded 38 peer-reviewed articles, which were analysed thematically. The analysis identifies nine domains: theological grounding and ecological worldview, including the correction of anthropocentric misreadings of stewardship; curriculum and learning design integration; teacher capacity and pedagogical practice; spiritual and affective internalisation; ecological habituation, behaviour, and school culture; institutional policy, leadership, and governance; green infrastructure and enabling facilities; family, community, and multi-stakeholder engagement; and monitoring, evaluation, and continuous improvement. A total of 54 indicators are specified across these domains. The framework extends prior work by shifting the unit of analysis beyond student outcomes to the institutional and teacher-level conditions that the reviewed literature consistently identifies as decisive for implementation, and it offers a conceptual foundation for the development of assessment instruments and policy frameworks.