A Conceptual Framework for Science-Islam-Culture Integrated Learning Management in Islamic Higher Education

Abstract

Islamic higher education institutions face an enduring epistemological challenge: the dichotomy between modern scientific knowledge, Islamic revealed knowledge, and local cultural heritage. This tension undermines the holistic formation of graduates who are simultaneously intellectually competent, spiritually grounded, and culturally rooted. This article develops a conceptual framework for Science-Islam-Culture Integrated Learning Management (SIC-ILM) in Islamic higher education, based on a critical synthesis of relevant literature spanning learning management, Islamic educational philosophy, science integration, and cultural pedagogy. A systematic thematic literature review was conducted using reputable international journals, academic books, and policy documents sourced from Scopus-indexed, SINTA-ranked, and peer-reviewed repositories. Thematic synthesis was employed to identify recurring patterns, conceptual gaps, and theoretical convergences. Five core dimensions emerged: (1) tawhidic epistemological foundations, (2) science-Islam integration processes, (3) cultural-contextual mediation, (4) management functions (planning, organizing, implementing, and controlling), and (5) transformative educational outcomes. These dimensions are mutually reinforcing and constitute the SIC-ILM Framework. The proposed framework offers a generic, adaptable model for designing, managing, and evaluating integrated learning systems in Islamic higher education, providing a theoretical basis for future empirical research and practical curriculum development.

Keywords

• holistic education
• Islamic higher education
• integrated curriculum
• learning management
• Science-Islam-Culture Integration
• tawhidic epistemology