This paper examines the gap between theological commitments and pedagogical practice in integrating climate change and environmental education (CCE) within Indonesian Islamic higher education (Perguruan Tinggi Keagamaan Islam, PTKI). Although Islamic ethical traditions provide strong foundations for environmental stewardship and justice, and many PTKIs have adopted "green campus" policies, climate education remains weakly embedded in core curricula and classroom teaching. This gap raises broader questions about the capacity of religious higher education to respond to ecological crises that disproportionately affect vulnerable communities in the Global South. Drawing on a 2024 baseline study across seventeen PTKIs, the paper shows that most lecturers lack pedagogical tools and applied eco-theological frameworks to address climate change in mandatory courses. In response, it presents the design and pilot implementation of two insertable curriculum modules—Religion and Environment within Islamic Studies and Environmental Citizenship within Civic Education—introduced through faculty capacity-building workshops at PTKIs in Ciputat (Jakarta) and Malang (East Java). The findings highlight three key insights: the receptivity of lecturers to environmental pedagogy when supported by contextually grounded resources; the effectiveness of embedding climate education within compulsory courses rather than creating stand-alone electives; and the potential of Islamic higher education to foster religiously grounded environmental citizenship linking faith, social responsibility, and climate justice. By tracing how Islamic texts and ethical concepts are translated into classroom practice, the study offers a replicable pedagogical model and contributes to wider debates on environmental pedagogy, religious education, and inequality.