TOWARD TRANSFORMATIVE PEDAGOGICAL COMMUNICATION IN ISLAMIC EDUCATION: LINKING ECO-ANXIETY AND SPIRITUAL RESILIENCE

Abstract

Abstract 
This study explores the relationships among eco-anxiety, spiritual resilience, and 
transformative pedagogical communication within higher education contexts. The study employed a quantitative exploratory survey design involving 117 university students from Universitas Peradaban, Indonesia, representing three academic programs: Primary School Teacher Education (PGSD), Informatics, and Information Systems. Data were collected through structured questionnaires and analyzed using reliability testing, correlation analysis, and exploratory mediation analysis. The findings indicate that eco-anxiety was positively associated with transformative pedagogical communication, suggesting that students experiencing ecological concern may increasingly require reflective, emotionally supportive, and meaningful educational communication processes. Transformative pedagogical communication also demonstrated a positive relationship with spiritual resilience, indicating the potential importance of reflective and dialogic communication in supporting students’ emotionally grounded coping capacities. However, the mediation analysis showed that transformative pedagogical communication did not significantly mediate the relationship between eco-anxiety and spiritual resilience. These findings suggest that students’ spiritual adaptation toward ecological uncertainty may involve broader emotional, psychological, social, and spiritual dimensions beyond pedagogical communication alone. Despite the absence of statistically significant mediation effects, the study remains theoretically meaningful because it highlights the potential pedagogical relevance of reflective communication within educational responses to environmental uncertainty. Rather than proposing a definitive theoretical model, this study offers preliminary empirical insights regarding the possible significance of transformative pedagogical communication in supporting students’ emotional and spiritual engagement with ecological concerns. 

Keywords: Eco-anxiety; Spiritual Resilience; Pedagogical Communication