Salizawati OmarAsrof AzizFarizal MuhamadAfrah Azwa HalmiAznan Che Ahmad2025-12-162025-12-162025Salizawati Omar , Asrof Aziz, Farizal Muhamad , Afrah Azwa Halmi, Aznan Che Ahmad. (2025). Empowering Students With Special Needs Through Lilin Harum Lestari (Lime) Innovation Project Guided By Quranic Values. International Conference of Quran as Foundation of Civilization (SWAT 2025), 892–900. https://swatfpqs.usim.edu.my/e-prosiding/2811-3411https://swatfpqs.usim.edu.my/e-prosiding/https://oarep.usim.edu.my/handle/123456789/28221International Conference of Quran as Foundation of Civilization (SWAT 2025) : Maqasid al-Quran and the Madani Vision: A Guiding Light for Regional Serenity and Global Unity Organized by : Faculty of Quranic and Sunnah Studies, in collaboration with Nasyrul Quran and Daffodil International University, Bangladesh. Date:12-13 November 2025In an era where inclusive education and environmental sustainability are global imperatives, faith-based approaches offer powerful pathways for transformative learning. This study explores the impact of the Lilin Harum Lestari (LIME) innovation project at Sekolah Kebangsaan Permatang To’ Kandu. Rooted in the principles of Education for Sustainable Development (ESD) and guided by Quranic values, the project promotes environmental stewardship through the recycling of used cooking oil and leftover crayons to produce eco-friendly candles. These candles serve as both learning tools and school sale items, fostering a sense of purpose and inclusion among participants. The initiative draws inspiration from the Quranic verse, “And do not waste [resources], indeed He does not like the wasteful” (Surah Al-A'raf, 7:31), and the Hadith, “The earth is green and beautiful, and Allah has appointed you as His stewards over it” (Sahih Muslim). Using qualitative methods and classroom observation, the study involved 64 mainstream students and 7 students with special needs aged between 10 to 12 years old from the Program Pendidikan Khas Integrasi. These students presented diverse learning profiles, including cognitive, sensory, and behavioral challenges. Findings reveal that the LIME project significantly enhanced the students’ understanding of recycling through hands-on, sensory-rich experiences. It also increased motivation, supported inquiry-based learning, and encouraged peer mentoring within the science curriculum. Importantly, the project fostered social inclusion, self-confidence, and collaborative learning, which are the key elements in nurturing holistic development for students with special needs. By embedding Quranic ethics and environmental consciousness into science education, the LIME project offers a replicable model for integrating faith-based values with inclusive pedagogy, empowering learners to become responsible stewards of the earth.en-UStext::conference output::conference proceedings::conference paper892900