Climate change has intensified environmental vulnerability and social inequality across the Global South, placing renewed ethical and educational responsibilities on religious institutions. Although Islamic tradition offers a strong moral framework grounded in stewardship, trust, balance, and justice, these concepts are only partially translated into structured climate education within Islamic higher education. This paper examines how Islamic Studies curricula can move from normative ethical discourse to competency-based environmental pedagogy through institutional reform. Using the Faculty of Sharīʿah at the University of Jordan as a case study, the paper analyses current approaches to environmental integration and proposes a two-tier pedagogical model. The first tier develops existing courses—such as Islam and Contemporary Issues, Maqāṣid al-Sharīʿah, and selected ḥadīth- and ethics-based modules—by embedding climate-related units, local case studies, and applied assessments aligned with Islamic ethical reasoning. The second tier introduces a stand-alone interdisciplinary course, Islam, Climate Change, and Crisis Management, linking Islamic jurisprudential perspectives with contemporary approaches to risk governance, disaster response, and environmental decision-making. Methodologically, the study combines curriculum analysis, comparative insights from Islamic and non-Islamic higher education contexts, and performance indicators inspired by UNESCO's Greening Education roadmap. It argues that Islamic higher education institutions are not only sites of ethical formation but also strategic spaces for cultivating climate literacy, social responsibility, and leadership capacity. By situating the University of Jordan within broader debates on environmental pedagogy and religious education, the paper demonstrates how Islamic higher education can contribute to addressing ecological inequality and shaping climate-resilient and socially just futures.