Learning in pesantren is generally known as an education system rooted in tradition. This characteristic can be seen from the use of teaching methods and media that tend to be conventional. In the learning process, the approach used still relies heavily on old patterns that have been applied from generation to generation (Shenoy & Kumar, 2024). One of the main characteristics of this system is the use of a one-way teaching method, where the teacher or kyai is the main source of knowledge. This pattern reflects the classical education system that emphasises the delivery of material directly from the teacher to the student, without much mutual interaction. The focus remains on character formation and the strengthening of religious values and morality (Davim, 2025).

In addition to emphasising spiritual and ethical aspects, pesantren also st rive to maintain cultural heritage and noble values that have become their identity. This tradition becomes an important foundation in the educational process, which aims to form a person who is not only intellectually intelligent but also spiritually strong. To answer the challenges and needs of modern education, many pesantren have begun to adapt technology and contemporary learning methods that are more vari ed and interactive. This effort reflects the synergy between the preservation of old values and innovations in the world of education (González-Cortés et al., 2025).

Learning innovation in pesantren is an important need because the world of education continues to change with the times. Pesantren, as an Islamic educational institution that has a big role in shaping the character and morals of the younger generation, cannot be separated from the demand to remain relevant to social, technological, and globalization developments. Without innovation, pesantren are at risk of being left behind and less able to respond to the challenges of the times, especially in preparing students to be ready to contribute actively to an increasingly complex society. The integration of Sustainable Development Goals (SDGs) values in pesantren is also very crucial. The SDGs are a global development agenda that includes various important aspects, such as poverty alleviation, quality education, gender equality, and environmental conservation. Internalising the values of the SDGs, pesantren can expand their educational vision from just religious education to education that touches on humanitarian issues and the sustainability of life. This will foster social awareness, environmental concern, and a sense of global responsibility among students (Sarwenda et al., 2022-10-19).

Furthermore, learning innovations and the application of SDGs values can improve the quality of pesantren graduates so that they not only excel in religious science but also have 21st-century skills such as critical thinking, collaboration, creativity, and digital literacy (Fuady & Daud, 2021). This is very important in equipping students to be actively involved in building a fair, inclusive, and sustainable society. Education in pesantren is no longer enough to only produce spiritually pious individuals, but also to produce agents of change that are solutions to various local and global problems. Learning innovation and strengthening SDGs values in pesantren is not only an option, but a must. This will make pesantren remain relevant, adaptive, and make a real contribution to creating a better future (Salim et al., 2024).

This paper complements several existing writings related to learning innovation and the integration of SDGs values in pesantren. In line with that, the purpose of this paper is to (a) find out the implementation of learning innovations and SDGs integration in pesantren, (b) find out the implications of learning innovations and SDGs values in pesantren, and (c) identify challenges in learning innovations and integration of SDGS values in pesantren. The benefits of this research are expected to provide a complete picture of learning innovation and the integration of SDGs values as a strategy for sustainable Islamic education development. This paper is based on three arguments. First, the use of learning innovations and the integration of SDGs values can improve the quality of learning in pesantren. Second, the use of learning can have an impact on the kyais and students directly. Third, the challenges of learning innovation and the integration of SDGS values as a sustainable Islamic education strategy are based on the readiness of human resources to manage pesantren (Salim et al., 2024).

This research is a qualitative study that aims to examine the implementation of learning innovations and the integration of Sustainable Development Goals (SDGs) values in the pesantren Darul Ilmi Semarang. The selection of the research location is based on the policy direction of the development of the pesantren, which has shown a strong tendency towards the application of learning innovations and the integration of SDGs principles in the education system. This research not only focuses on the implementation aspect but also explores the strategy of pesantren as part of efforts to digitise education in the pesantren environment (Susanto et al., 2023).

The main purpose of this study is to explore in-depth information from informants related to the real practices of learning innovation and the integration of SDGs values in pesantren. In addition, this study also seeks to reveal the implications of the application of these innovations to the learning process in pesantren, as well as the challenges faced in the integration process. This focus is expected to be able to provide a comprehensive picture of the readiness and ability of pesantren in facing the dynamics of global education based on sustainability values (Zukriadi & Sulaiman, 2023).

Data collection was carried out using three main techniques, namely in-depth interviews, direct observation, and documentation. These three methods are used simultaneously to obtain valid and reliable data in answering the formulation of research problems. The research was carried out for four months, from January to April 2025. The qualitative approach was chosen because it is considered most suitable for exploring complex and contextual social and educational phenomena such as those that occur in the pesantren environment (Yuliani, 2018).

The informants in this study consisted of pesantren caregivers, accompanying teachers, and students. The selection of informants was carried out purposively with the consideration that these three groups have a strategic role and a deep understanding of the implementation of learning innovations and the integration of SDGs values (Tumangkeng & Maramis, 2022). The data collection process begins with the determination of the problem and the preparation of a research design, followed by the development of instruments consisting of interview guides, observation sheets, and documentation guidelines. Once the instrument is ready, the next step is to determine the research informant and carry out the data collection process. All data collected is then carefully checked to ensure the validity and completeness of the information obtained (Surayya, 2018).

The data analysis in this study uses a qualitative analysis model according to Miles and Huberman, which includes four main stages: data collection, data reduction, data presentation, and conclusion drawn. This approach allows researchers to comprehensively understand the dynamics that occur in the field and compile research findings in a systematic and meaningful manner (Mulyadi, 2013). The results of this research are expected to be a reference for the development of learning innovations and the integration of SDGs in the pesantren environment more broadly.

The application of learning innovations and the integration of Sustainable Development Goals (SDGs) values have been proven to improve the quality of learning in pesantren. At the Darul Ilmi pesantren in Semarang, efforts to improve the quality of education are carried out consistently through a more contextual, adaptive, and technology-based learning approach. This approach not only emphasises the mastery of religious knowledge but also the development of students' insight into global issues relevant to today's life.

One form of innovation applied in this pesantren is the use of diverse and innovative Islamic Religious Education learning methods. The learning process is not only carried out in classes and lectures, but also through hands-on methods, simulations, and learning based on digital media such as podcasts. The use of podcasts as a means of learning provides flexibility for students to access materials anywhere and anytime, thus encouraging them to become more independent and active learners. Learning at the Darul Ilmi pesantren is not only facilitated by pesantren caregivers but also by accompanying teachers who are competent in their fields. Even on some occasions, pesantren present external resource people who have special skills to enrich the perspectives and knowledge of students. This shows that there is collaboration between various parties in supporting a quality learning process. This is in line with previous research related to collaboration between various parties (Athoillah et al., 2024).

The learning process is carried out on a scheduled basis and adjusted to the needs and characteristics of students. With this approach, every student can experience relevant and meaningful learning. This innovation aims to create a learning experience that is varied, not monotonous, and able to stimulate critical thinking and life skills of students outside the pesantren environment. Based on the results of the study, the use of podcast media in learning is considered very helpful in providing alternative learning resources. This medium not only makes i t easier to access information but also enriches the learning experience through an engaging audio approach. Students became more enthusiastic in following the material, especially those who were packaged in the form of light discussions, thematic lectures, and interviews with inspirational figures (Soltau, 2021).

The integration of SDGs values in learning innovation reflects the commitment of the Darul Ilmi pesantren to become an educational institution that is adaptive to global, social, and environmental developments. Sustainability values are adopted without abandoning the roots of Islamic teachings that are the foundation of education in pesantren. This is an important step to make pesantren a holistic educational centre that is relevant to the challenges of the times (Bello, 2023).

One of the main values that is integrated is the improvement of the quality of inclusive and equitable education. Its implementation is reflected in technology - based learning, the integration of religious and general science curricula, and teacher capacity in modern learning methods. Pesantren also seeks to strengthen gender equality by providing a fair learning space for male and female students, as well as developing a non-discriminatory learning environment. The value of SDGs integrated in pesantren can be seen in the following table.

Based on Table 1, pesantren have made efforts to standardise the values of the SDGs to develop the quality of education in pesantren in a sustainable manner. This is also strengthened by the results of interviews conducted with several informants. The results of the interview with the caregiver of the pesantren show that learning innovations have been implemented by implementing podcast-based learning as one of the innovations implemented in the Darul Ilmi pesantren. Learning is also developed through various methods and practices to provide diverse experiences for students. Learning has also been carried out by strengthening gender equality by providing an interactive space, without distinguishing between male and female students.

With this learning innovation and integration of SDGs values, the Darul Ilmi pesantren in Semarang shows its strategic role as an educational institution that not only preserves Islamic traditions but also responds to the demands of the times. The transformation of education in pesantren through innovation and sustainability values is expected to be able to form students who are broad-minded, concerned about global issues, and ready to contribute positively to society. The implementation of learning innovations that are integrated with the values of the Sustainable Development Goals (SDGs) at the Darul Ilmi Semarang has a significant positive impact, especially in increasing the learning motivation of students. This is in line with the results of previous research that, through a more relevant, contextual, and interactive learning approach, students become more enthusiastic in following the teaching and learning process. This innovation makes learning not only limited to religious aspects but also touches on global issues related to sustainability, the environment, and humanity (Purnomo et al., 2024).

In addition, the integration of SDGs values in the pesantren curriculum opens up new insights for students. They are invited to understand their role as part of a global society that has social and environmental responsibility. This encourages the birth of a generation of students who are not only proficient in religious science but also have a concern for social issues and are ready to make a real contribution to society. The positive implications of this transformation are also felt by the pesantren itself. By implementing technology-based learning innovations and utilising social media as a means of publication, the Darul Ilmi pesantren is increasingly known by the wider community. The existence of pesantren is not only limited to the local environment, but also able to reach a larger audience nationally and even internationally (Anwar et al., 2023).

The strategic use of social media also plays an important role in building a positive image of the pesantren. Documentation of learning activities, student involvement in social projects, and the introduction of superior programs that are in line with SDGs values are a special attraction for the community. This shows that pesantren are not educational institutions that are left behind, but institutions that are adaptive and progressive to the changing times (Agustina et al., 2023). Overall, the transformation of education at the Darul Ilmi Islamic pesantren through the integration of learning innovations and SDGs values is a strategic step in preparing students to face future challenges. Pesantren is not only a place to gain religious knowledge, but also a centre for character development and global insight. Thus, pesantren can produce a superior generation, has noble morals, and cares about the sustainability of life on earth (Mustaqim & Atabik, 2024).

The implementation of learning innovations in Islamic education in pesantren still faces several challenges that are quite complex. One of the main challenges is the limitation of human resources, especially teaching staff who have competence in developing innovative learning methods that are in line with the values of the SDGs given to teachers according to their needs. (Sustainable Development Goals). Many teachers still use traditional approaches that do not fully support contextual, interactive, and development-oriented learning processes. This limitation is exacerbated by the absence of a structured management system to support the development of learning innovations in the pesantren environment. Without clear management, innovative initiatives are often sporadic and unsustainable. As a result, efforts to present more relevant and modern learning have been hampered, both in terms of planning and implementation. This is in line with the results of previous research, emphasised strong management of pesantren (Huang et al., 2020).

In addition, the integration of SDGs values in the Islamic pesantren education curriculum is still not optimal. This is due to the lack of understanding and training on the importance of SDGs in the context of Islamic education. Many aspects of the SDGs are very relevant to Islamic values, such as social justice, environmental conservation, and community empowerment. Without an adequate understanding, the process of integrating these values becomes less effective and cannot be applied comprehensively. This condition shows the importance of increasing the capacity of educators through continuous training and mentoring (Mujahid, 2021). In addition, support from the management of the pesantren is needed to form a special unit that handles the development of learning innovations. This unit can function as a research and curriculum development centre that combines Islamic education with sustainability principles, so that the resulting innovations can run systematically and consistently (Ben-Eliyahu, 2021).

By improving the aspects of resources and management, pesantren will be better prepared to face the challenges of the times and make a real contribution to the achievement of Sustainable Development Goals (Zainal et al., 2022). This is also corroborated by the results of other research that the management of pesantren plays a very crucial role (Jusubaidi et al., 2024). Strengthening the Islamic education system through innovation and integration of global values will strengthen the role of pesantren as an educational institution that can produce a generation of superior students, care for the environment, and be oriented towards the benefit of the people (Basori et al., 2023).

Based on the results of the research and discussion, this research has novelty in integrating the values of the Sustainable Development Goals (SDGs) into Islamic religious education learning innovations in pesantren, especially in children's pesantren, which are still rarely used as objects of study. This novelty lies in the contextual approach that combines global values with local wisdom and Islamic values in the traditional education system, which has not been widely revealed in depth. These findings broaden the perspective on the potential of pesantren in responding to global challenges through socially and spiritually relevant learning transformation, as well as providing practical references for other pesantren to develop adaptive and sustainable development-oriented learning models.

This research provides a scientific contribution in the form of a clear and in-depth picture of the implementation of Islamic religious education learning innovations that are integrated with the values of the Sustainable Development Goals (SDGs) in the development of pesantren. These findings are expected to be a reference and learning material for other pesantren that want to adopt a similar approach to improve the quality of education and social relevance of pesantren in the global era. However, this study has some limitations. The scope of research is still limited to one location, because the number of children's pesantren that implement learning innovations based on SDGs values is still very limited. In addition, time and access limitations have made researchers unable to reach more pesantren that have developed a similar approach. This research provides a scientific contribution in the form of a clear and in-depth picture of the implementation of Islamic religious education learning innovations that are integrated with the values of the Sustainable Development Goals (SDGs) in the development of pesantren. These findings are expected to be a reference and learning material for other pesantren that want to adopt a similar approach to improve the quality of education and social relevance of pesantren in the global era. However, this study has some limitations. The scope of research is still limited to one location, because the number of children's pesantren that implement learning innovations based on SDGs values is still very limited. In addition, time and access limitations have made researchers unable to reach more pesantren that have developed a similar approach.

The authors sincerely thank Universitas Wahid Hasyim, Sekolah Tinggi Agama Wali Sembilan, and Monash University for invaluable academic support, research assistance, and continuous encouragement. Their institutions' contributions facilitated the smooth completion of this study on integrating learning, innovation, and SDGs values in pesantren education.

All authors contributed equally to this research. The first author designed and completed the article. The second author conducted field research and analyzed data. The third author provided research support and translated the manuscript. The fourth author critically reviewed, improved coherence, and finalized the overall content.

The authors declare no conflict of interest in this research. All contributions and findings presented remain solely academic, without any institutional bias or external influence. The study was conducted independently to strengthen Islamic education through sustainable development principles aligned with SDGs values in pesantren learning.