Integrating Islamic Educational Psychology in Inclusive and Sustainable Education for Children with Intellectual Disabilities

Abstract

Inclusive education in Indonesia has progressed significantly through national policies promoting equitable access to learning for all students, including those with intellectual disabilities. Nevertheless, the integration of spiritual and emotional dimensions within Islamic educational contexts remains insufficiently explored. This study aims to examine how principles of Islamic Educational Psychology (IEP) can foster inclusive, resilient, and sustainable learning communities. A qualitative descriptive case study was conducted at SLB Negeri Gresik, East Java. Data were collected through semi-structured interviews with teachers and parents, classroom observations, and document analysis, and were analyzed using Miles and Huberman’s interactive model of data analysis. The findings indicate that the implementation of Islamic psychological principles, such as empathy, gratitude, self-control, and spiritual reflection, enhances students’ emotional regulation, intrinsic motivation, and classroom participation. In addition, faith-based collaboration between teachers and parents strengthens community resilience and institutional sustainability. This study concludes that integrating Islamic Educational Psychology provides a culturally grounded and interdisciplinary framework for inclusive education aligned with Sustainable Development Goal 4 (SDG 4), promoting equitable and lifelong learning opportunities for all.