Mukhayyarotin Niswati Rodliyatul Jauhariyah, Wasis, Titin Sunarti
The growing complexity of sustainability challenges requires science education not only to develop problem-solving skills but also to integrate ethical and value-based dimensions of human–nature relationships. However, existing instructional models tend to treat scientific creativity and ethical or religious values as separate domains, resulting in fragmented sustainability-oriented learning. This study addresses this gap by proposing the Scientific Creativity Eco-Religious Learning (SCEL) model, a conceptual framework that integrates scientific creativity with eco-religious values within science learning. This article employs a conceptual and integrative literature review to synthesize research on scientific creativity, eco-religious perspectives, sustainability education, and instructional design. The analysis reveals a lack of instructional models that explicitly connect multidimensional scientific creativity—encompassing unusual uses, problem finding, product improvement, scientific imagination, creative science problem solving, creative experiment designing, and creative product design—with ethical orientations toward environmental responsibility. In response, the SCEL model is conceptualized as a five-phase learning framework consisting of problem finding, creative planning, experimentation, eco-religious identifying, and reflection. The model embeds eco-religious values—respect for nature, moral responsibility for nature, cosmic solidarity, and caring for nature—within the processes of scientific inquiry and creativity. As a conceptual contribution, this study offers a theoretically grounded model that bridges cognitive–creative and ethical–value dimensions in sustainability-oriented science education. While the SCEL model has not yet been empirically validated, it provides a foundation for future research on instructional design, assessment development, and implementation in diverse educational contexts.