FROM TAWHID TO CIRCUITS: A CURRICULUM FRAMEWORK FOR INTEGRATING TAWHIDIC EPISTEMOLOGY IN ELECRICAL ENGINEERING EDUCATION

Abstract

Engineering students are not shaped by ethics courses alone; they are also shaped by how they learn to model a circuit, interpret a signal, and justify a design decision. This paper develops a conceptual curriculum framework to integrate Tawhidic Epistemology into electrical engineering education, so that ethical responsibility is built into technical learning rather than added at the margins. Methodologically, the paper uses an analytical synthesis of the literature on Tawhidic Epistemology, engineering ethics, and outcome-based curriculum design to construct a discipline-specific framework and illustrate its translation into selected electrical engineering courses. The framework begins from the unity of knowledge under Tawhid and connects revelation, reason, amanah, ibadah, and maqasid al-shari‘ah to curriculum design, course structuring, learning outcomes, assessment, and continuous quality improvement. In foundational courses such as Electric Circuits and Signals and Systems, the framework emphasizes disciplined reasoning, transparent assumptions, and awareness of consequence; in design and ethics-related courses, it requires students to justify trade-offs involving safety, sustainability, public interest, and professional accountability. The paper also distinguishes between primary courses, where Tawhidic integration is explicit and assessable, and supportive courses, where it is embedded through technical framing and contextual reflection. Rather than claiming validated implementation, the paper presents a structured, academically grounded model for curriculum development in Islamic higher education. Its contribution lies in showing how Tawhidic Epistemology can move from philosophical principle to concrete educational design in a way that preserves technical rigor, strengthens ethical judgment, and remains compatible with outcome-based education and continuous quality improvement.