Scholars Unite to Transform Islamic Education at IIUM Congress

In September 2025, the International Islamic University Malaysia (IIUM) hosted the Tawhidic Epistemology Congress, a significant event that aimed to redefine the integration of faith and knowledge within Islamic education. Over five days, scholars from diverse fields engaged in discussions, presented research, and laid out a vision to reconcile sacred and secular knowledge, reflecting a commitment to a new intellectual paradigm.

At the core of this initiative is the concept of Tawhidic epistemology, rooted in the Islamic principle of Tawhid, which signifies the oneness of God. For Muslims, this principle is pivotal, serving as both a foundation for faith and a framework for understanding knowledge. Historically, Islamic civilization did not compartmentalize disciplines like science, philosophy, and theology. Thinkers such as Ibn Sina, al-Farabi, and al-Ghazali approached knowledge as interconnected pursuits that ultimately pointed towards divine truth.

The onset of colonial modernity disrupted this unity, as Western educational models separated religious studies from secular disciplines. As a result, many Muslim students found themselves navigating a fragmented educational landscape, excelling in technical fields while struggling to maintain their spiritual identities. Tawhidic epistemology seeks to mend this divide by positing that all valid knowledge—whether derived from revelation, reason, or the natural world—must converge in the recognition of Allah’s oneness.

This philosophical movement is not new; it has roots in the 1980s when Ismail Raji al-Faruqi initiated the Islamization of Knowledge movement, advocating for the inclusion of divine principles in fields like sociology and economics. Similarly, Syed Muhammad Naquib al-Attas highlighted the detrimental effects of “colonial dualism” on Muslim education.

The congress at IIUM, organized by the Faculty of Islamic Revealed Knowledge and Human Sciences, brought together eleven departments that produced a total of sixty-nine interdisciplinary papers. This collaboration symbolized a deliberate effort to dismantle academic silos and reframe knowledge as a collective endeavor.

Osman Bakar, a leading voice in this discourse, opened the congress with a keynote address emphasizing the necessity of integrating knowledge in the 21st century. He asserted, “We can no longer divide knowledge into sacred and secular compartments. Tawhid is the compass. It must guide every inquiry.”

The event also garnered attention beyond academia. On the third day, Her Royal Highness the Tengku Ampuan of Pahang participated in discussions, highlighting the importance of Tawhidic epistemology as a framework with cultural and social implications.

In a reflective closing session, Mohamed El-Tahir El-Mesawi underscored the importance of this movement, stating that it represents not just a fleeting trend but the culmination of decades of intellectual labor. Organizers plan to publish eleven volumes of proceedings, each dedicated to a specific department’s engagement with Tawhidic epistemology.

Participants viewed the congress as a pivotal moment for Islamic education. One scholar remarked, “We cannot leave the sciences to develop in isolation from our theology or our ethics. Tawhid must be the compass.” This bold assertion challenges the notion that fields such as engineering or economics should remain ideologically neutral, arguing instead that education must be guided by moral and spiritual values.

Nevertheless, challenges remain. Questions arise about how to redesign curricula in fields such as physics or computer science to reflect Tawhidic principles, rather than merely integrating Islamic elements. Concerns about acceptance from international accrediting bodies also persist, with some fearing that this approach could become overly rigid.

Supporters of Tawhidic epistemology maintain that it is intended to enhance inquiry rather than limit it. They argue that knowledge should remain open, critical, and spiritually engaged. The intellectual tradition underlying this movement is robust, with coherent theoretical frameworks that address urgent needs in Muslim societies.

The congress at IIUM is poised to be remembered as a decisive moment in the shift from theory to practice within Islamic education. What began as a vision among scholars has now evolved into an institutional commitment, with the potential to reshape curricula and the broader intellectual identity of the university.

This gathering signals a determination within the Muslim world to forge an educational system that engages with modernity while retaining its spiritual essence. It serves as a reminder that knowledge is inherently tied to a vision of reality, with Tawhidic epistemology offering a bold declaration that this vision begins and ends with the oneness of Allah.