Embedding Tawhidic Epistemology in Engineering Education Aligned with IEA 2021 Graduate Attributes

Abstract

Integrating Tawhidic Epistemology (TE) into engineering education offers a transformative, faith-based framework. It unifies technical competence with spiritual, ethical, and societal responsibility. Rooted in the Islamic worldview of Tawhid, i.e., the Oneness of God, TE affirms that revelation (wahy) and reason ('aql) are complementary sources of knowledge, guiding all inquiry toward ethical objectives aligned with Maqasid al-Shari'ah. This paper proposes a structured, scalable model for embedding TE within engineering curricula, explicitly aligned with the International Engineering Alliance (IEA) Graduate Attributes Version 4 (2021), which emphasizes ethics, sustainability, societal impact, and inclusive professionalism. The framework differentiates between Primary and Supportive TE Courses, enabling targeted curriculum enhancements without compromising technical rigor. TE integration strategies include reflection-based learning, project design with ethical framing, structured rubrics, lecture infusion, and case-based reasoning, all of which are applied across design projects, industrial training, and technical courses. These strategies are mapped to IEA attributes, including WA6 (Engineer and the World), WA7 (Ethics), WK5 (Sustainable Design), WK7 (Role in Society), and WK9 (Inclusive Behavior). This alignment ensures compatibility with global accreditation standards. By situating engineering education within a Tawhidic framework, this model fosters engineers who are technically proficient, spiritually anchored, and ethically conscious. It addresses identity gaps in Muslim academia while responding to global demands for more responsible, inclusive, and human-centered technological development.