Tembeling 2.0

Tag: Sejahtera

  • TEACH: A Framework for Holistic Education to Empower the Ummah for the Future

    This article reflects the outcome of a recent discussion by my group on the need to refine the academic framework at IIUM. While the central ideas and framework stem from collective discourse, this article expands on the ideas discussed and provides a more detailed vision for implementation. IIUM has always been committed to enhancing the dynamic and progressive role of the ummah. However, the challenges of a rapidly changing world demand a recalibration of our academic framework to prepare the ummah for an unpredictable and volatile future.

    From these discussions, the Knowledge for Change and Advancement (KCA) office proposed a new framework called TEACH—Tawhidic Epistemology Acquisition for Comprehensive Holistic Education. TEACH is not just a philosophy but a call to action, ensuring that IIUM’s educational vision aligns with the outcomes of KHAIR—Khalifah, Amanah, Iqra, and Rahmatan lil ’Alamin.

    This framework is deeply rooted in Tawhid, the testament of the oneness of Allah, which serves as the foundation for all aspects of knowledge and education. It emphasises the divine purpose of knowledge and the moral responsibility of the ummah to utilise knowledge for the benefit of humanity and the preservation of the universe.

    The Challenges of the Future

    The world is facing unprecedented challenges: technological disruption, climate change, socio-political instability, and widening inequalities. These uncertainties demand a transformative approach to education—one that equips graduates with not only technical knowledge but also the resilience, critical thinking, and values-driven grounding needed to navigate a volatile world.

    IIUM, through TEACH, seeks to prepare the ummah for this future by creating a framework that addresses the shortcomings of fragmented education systems while empowering students and faculty to act with purpose, compassion, and responsibility. TEACH is not about keeping pace with the modern world; it is about fulfilling IIUM’s vision to enhance the dynamic and progressive role of the ummah and prepare its community to lead with integrity and faith in an unpredictable future.

    TEACH: Five Core Characteristics

    The TEACH framework is designed around five essential characteristics, each deeply aligned with the principles of Tawhid and the outcomes of KHAIR.

    1. Purposeful

    At the heart of TEACH is the conviction that knowledge must serve a higher purpose. Education is not pursued for its own sake but as a means to fulfil the divine objectives of benefiting humanity, preserving the environment, and ensuring accountability to Allah.

    • Key Actions: Embed purpose-driven learning objectives in all courses. Redesign curricula to reflect maqasid al-shariah (higher objectives of Islamic law) and encourage students to connect their learning to real-world challenges.

    • Alignment with KHAIR: Purposeful education supports Khalifah by guiding students to lead responsibly, Iqra by emphasising meaningful learning, and Rahmatan lil ’Alamin by ensuring that outcomes benefit all creation.

    2. Universal

    TEACH transcends disciplinary and cultural boundaries, promoting inclusivity, collaboration, and a global perspective. This universality reflects the interconnectedness of creation and the unity of the Creator.

    • Key Actions: Introduce interdisciplinary and transdisciplinary modules addressing global issues like sustainability, climate change, and health equity. Strengthen international partnerships for research and student exchange programmes.

    • Alignment with KHAIR: Universality enhances Rahmatan lil ’Alamin by promoting harmony and equity, while supporting Khalifah through broad leadership and problem-solving perspectives.

    3. Integrated

    A core feature of TEACH is its commitment to harmonising revealed knowledge (naqli) with rational knowledge (aqli). This integration avoids the fragmentation common in modern education systems, ensuring that faith and reason complement each other.

    • Key Actions: Develop modules that integrate Islamic principles with modern disciplines, such as Islamic Ethics in Artificial Intelligence or Maqasid al-Shariah in Public Health. Train faculty to deliver integrated content effectively.

    • Alignment with KHAIR: Integration strengthens Iqra by encouraging holistic understanding, enhances Amanah by fostering ethical application of knowledge, and supports Khalifah by equipping graduates to lead with balance and wisdom.

    4. Values-Driven

    TEACH emphasises the importance of values, ensuring that education aligns with principles of justice, accountability, and the maqasid al-shariah. By placing values at the core of education, the framework cultivates moral integrity in all aspects of learning and practice.

    • Key Actions: Establish values-based assessments in all programmes. Create university-wide values committees to guide research and innovation. Host annual competitions where students address real-world dilemmas through a values-driven lens.

    • Alignment with KHAIR: A values-driven education embodies Amanah by ensuring responsible actions and supports Rahmatan lil ’Alamin by promoting justice and fairness.

    5. Empowering

    TEACH aims to empower individuals with the skills, confidence, and resilience needed to fulfil their roles as khalifah. Empowerment is balanced with accountability, ensuring that graduates act with integrity and transparency.

    • Key Actions: Launch leadership training programmes focusing on accountability and self-reliance. Introduce real-world apprenticeships and community engagement projects. Establish mentorship programmes pairing students with faculty or alumni.

    • Alignment with KHAIR: Empowerment enhances Khalifah by developing confident leaders, strengthens Amanah by fostering responsibility, and supports Iqra by encouraging lifelong learning.

    Process Monitoring

    Process monitoring focuses on ensuring that TEACH is being implemented as planned. It tracks the key activities and milestones of the framework.

    • Key Indicators:

    • Percentage of courses redesigned to align with TEACH principles.

    • Number of faculty members trained in Tawhidic epistemology and values-driven pedagogy.

    • Participation rate in interdisciplinary and transdisciplinary initiatives.

    • Engagement levels in leadership and community-focused activities.

    • Monitoring Methods:

    • Collect faculty reports on curriculum updates.

    • Analyse student feedback on TEACH-aligned learning experiences.

    • Maintain administrative records of training, workshops, and resources allocated to TEACH implementation.

    • Tools for Visualisation:

    • Create a TEACH Dashboard to track progress in real-time, displaying metrics such as revised courses, trained faculty, and community projects completed.

    Impact Assessment

    Impact assessment evaluates the effectiveness of TEACH in achieving its intended goals. It focuses on measuring the tangible outcomes of the framework.

    • Key Outcome Indicators:

    • Graduate Outcomes: Leadership roles, ethical behaviour, and interdisciplinary problem-solving skills demonstrated by graduates.

    • Community Impact: Positive contributions of student-led initiatives to sustainability, justice, and equity.

    • Student Development: Improvements in students’ ability to integrate naqli and aqli knowledge, and demonstrate critical thinking.

    • Assessment Tools:

    • Surveys: Gather feedback from students, alumni, and employers on the relevance and impact of TEACH principles.

    • Rubrics: Evaluate leadership, values-driven actions, and interdisciplinary competencies in student projects.

    • Case Studies: Document successful initiatives showcasing TEACH principles in practice.

    • Longitudinal Tracking:

    • Conduct long-term studies to track how TEACH principles influence alumni careers and societal contributions.

    Conclusion

    TEACH represents IIUM’s commitment to reimagining education as a transformative force that prepares the ummah for an uncertain future. Rooted in Tawhid, it aligns every aspect of learning with divine objectives, ensuring that knowledge serves humanity and the Creator.

    This framework is not just a vision—it is a call to action. By embedding the principles of Purposeful, Universal, Integrated, Values-Driven, and Empowering education into IIUM’s system, TEACH equips graduates to navigate the challenges of tomorrow with faith, resilience, and compassion.

    As we implement TEACH, let us move beyond words to actions, ensuring that IIUM continues to fulfil its mission of nurturing the dynamic and progressive role of the ummah, preparing it for both the seen and the unseen challenges of the future.

  • Strengthening MBBS Curriculum through Tawhidic Epistemology

    The International Islamic University Malaysia (IIUM) MBBS programme was recently accredited for another five years, with a revised curriculum set to launch for the 2025/2026 cohort. This new curriculum restructures the programme into the university’s three-semester academic system, aligning it with the broader university framework. It also emphasises practical and clinical skills in assessments and introduces a more interactive approach to Islamic input, replacing traditional didactic lectures. While clinical competency has been the primary focus of undergraduate medical training in Malaysia, IIUM is strengthening the compassionate component of its programme, ensuring a balanced approach.

    The curriculum closely aligns with the vision and mission of the Kulliyyah of Medicine. The vision is to become a leading centre of educational excellence that enhances the dynamic and progressive role of physicians for the ummah. The missions include acquiring and propagating medical knowledge and skills in the spirit of tauhid (faith), nurturing balanced staff and students by integrating iman (faith), ‘ilm (knowledge), and akhlaq (good character), and fostering a culture that instils commitment to sustainable development, lifelong learning, and a deep sense of social responsibility for all mankind.

    Under the guidance of Professor Emeritus Datuk Dr. Osman Bakar, the university’s seventh Rector, IIUM has embraced tawhidic epistemology as a guiding philosophy. This framework directs the MBBS curriculum towards divine unity (tawhid), ensuring that every aspect of the programme brings students, lecturers, patients, and staff closer to Allah. This further strengthens the concept of sejahtera introduced by the previous Rector, Tan Sri Dzulkifli Razak. Using the ADDIE framework—Analysis, Design, Development, Implementation, and Evaluation—this article outlines how the curriculum can integrate tawhidic principles to achieve this transformation.

    Analysis: Identifying Current Needs

    The first step in revising the curriculum involves analysing the programme’s current strengths and identifying areas for enhancement. IIUM’s recent accreditation and restructuring provide a strong foundation for this transformation. Key areas of focus include:

          1.   Aligning with the Three-Semester System

    The new structure requires careful planning to retain the rigour and depth of medical education while integrating seamlessly into the broader university framework.

          2.   Interactive Islamic Input

    Existing Islamic components need to move beyond didactic lectures to foster greater student engagement. Interactive methods can help students internalise Islamic principles and connect them to their medical practice.

          3.   Strengthening Compassion

    Compassion is integral to medical practice, but it must be reframed as an expression of divine accountability, guiding interactions with patients and colleagues.

          4.   Spiritual Direction

    The curriculum should ensure that every aspect of medical education—clinical skills, ethical reasoning, and interpersonal interactions—strengthens the spiritual connection of all involved with Allah.

          5.   Community Engagement

    Incorporating structured opportunities for students to interact with communities helps them understand societal health needs, develop empathy, and foster a deeper sense of social responsibility.

    Design: Structuring the Curriculum

    With the analysis in place, the curriculum is designed to incorporate tawhidic epistemology and address the identified needs:

          1.   Philosophical Foundation

            •  Embed tawhid as the central philosophy of the programme, framing medical education as both a technical and spiritual journey.

            •  Articulate the curriculum’s vision and mission to reflect this integration.

          2.   Curricular Components

            •  Islamic Input: Shift from lectures to active learning methods, such as discussions, role-playing, and case-based learning, to engage students in the ethical and spiritual dimensions of healthcare.

            •  Clinical Competency: Ensure assessments are designed to evaluate technical skills and their application within an Islamic ethical framework.

            •  Compassionate Practice: Include reflective practice sessions that emphasise compassion as a manifestation of divine accountability.

          3.   Balanced Approach

            •  Balance technical and spiritual learning outcomes by incorporating interdisciplinary modules that link Islamic principles with medical sciences, such as modules on maqasid al-shariah (objectives of Islamic law) and patient-centred care.

    Development: Preparing for Implementation

    Once the curriculum design is finalised, resources and training materials must be developed to support its implementation:

          1.   Learning Resources

            •  Develop case studies and interactive learning materials integrating Islamic values into medical education.

            •  Create guides for students and lecturers to facilitate reflective practices and discussions on the spiritual dimensions of medicine.

          2.   Faculty Training

            •  Conduct workshops to prepare lecturers to incorporate tawhidic principles into their teaching.

            •  Train faculty to model compassionate care and ethical integrity in their interactions with students and patients.

          3.   Assessment Tools

            •  Redesign assessments to include evaluations of compassionate care, ethical reasoning, and technical competencies.

    Implementation: Putting the Curriculum into Practice

    The new curriculum is introduced in stages, ensuring smooth integration into the academic system:

          1.   Pilot Testing

    Pilot the revised curriculum with a selected cohort to gather feedback and refine the programme before full-scale implementation.

          2.   Integration with the University Framework

    Align the courses with the three-semester structure, ensuring that each semester builds on the previous one regarding technical and spiritual competencies.

          3.   Support Systems

    Provide mentorship and peer support programmes to guide students and faculty through the transition to the new curriculum.

    Evaluation: Measuring Outcomes

    Evaluation ensures that the curriculum achieves its intended outcomes and identifies areas for continuous improvement:

          1.   Key Metrics

            •  Assess students’ clinical competence, ethical reasoning, and compassionate care.

            •  Measure how much the curriculum fosters spiritual growth and alignment with tawhidic principles.

          2.   Feedback

            •  Collect feedback from students, lecturers, and patients on how the new curriculum impacts their experiences and perceptions.

          3.   Periodic Review

            •  Conduct regular curriculum reviews to ensure alignment with institutional goals and the principles of tawhidic epistemology.

    Leading the Way

    IIUM’s revised MBBS curriculum marks a significant step forward in integrating clinical competence with Islamic principles of compassion and divine accountability. The new structure ensures assessments emphasise practical skills while Islamic input becomes more interactive and engaging. By aligning with tawhidic epistemology, the curriculum transforms medicine into a sacred endeavour, where every action—whether by students, lecturers, patients, or staff—strengthens their connection to Allah.

    Competence, already well understood by the Kulliyyah of Medicine, is extended to include technical mastery and the spiritual well-being of practitioners and patients. Compassion, reframed as an expression of faith, becomes the practical manifestation of the curriculum’s philosophy. This integration ensures that IIUM graduates are skilled professionals and ethical and spiritually grounded individuals, prepared to serve humanity and Allah.

  • Incorporating Sejahtera and Planetary Health into Higher Education Curricula: A Path to Sustainable Global Well-being

    The rise of planetary health as an essential framework for addressing the intersecting challenges of human and environmental health has created a need for clarity. However, it is often confused with other important global frameworks, including global health, sustainable development goals (SDGs), Education for Sustainable Development (ESD), environmental health, and One Health. Each of these frameworks carries distinct objectives and approaches. The concept of Sejahtera, deeply embedded in Malaysia’s National Education Philosophy, offers a holistic lens that integrates not only physical and environmental health but also mental, social, and spiritual well-being. By streamlining these overlapping frameworks through Sejahtera, higher education can adopt a more balanced and culturally relevant approach to global well-being. This article explores the need for curriculum reform in higher education to incorporate both planetary health and Sejahtera.

    Origins and Frameworks of Health and Sustainability

    Each framework—whether it is planetary health, global health, or the SDGs—arose at different times in response to specific global challenges. Their individual inception dates and objectives highlight the need to integrate them into a coherent framework for education. This can be achieved by leveraging Sejahtera’s holistic approach.

    Table 1 provides a comparative overview of these frameworks, outlining their origins, year of inception, time frames, and objectives.

    Table 1: Comparison of Planetary Health, Global Health, ESD, One Health, Environmental Health, and SDGs

    FrameworkOrigin of IdeaYear AnnouncedTime FrameObjective
    Environmental HealthRooted in public health practices of the 19th century, focusing on the relationship between environment and health.19th century, formalised mid-20th centuryOngoingTo manage and mitigate environmental risks to reduce the burden of disease and promote healthy living environments (WHO, 2021).
    Global HealthEmerged from public health and international health efforts, particularly during the 20th century, and became well-established post-2000.Mid-20th century but evolved into the modern concept in the 2000s.OngoingTo address health disparities and improve health equity by focusing on global health challenges, with an emphasis on disease prevention and access to healthcare.
    One HealthDeveloped from the veterinary and medical sciences with a focus on human-animal-environment interactions, particularly zoonotic diseases.Early 2000sOngoingTo achieve optimal health for humans, animals, and the environment through a multidisciplinary approach, particularly in the control of zoonotic diseases.
    ESD (Education for Sustainable Development)Introduced by UNESCO to incorporate sustainable development into education systems worldwide.2002Target 2030To foster knowledge, skills, values, and behaviours that promote sustainability across various aspects of society.
    SDGs (Sustainable Development Goals)Evolved from the Millennium Development Goals (MDGs), adopted by the United Nations to address a wide range of global challenges.2015 (UN General Assembly)Target 2030To create a comprehensive framework for sustainable development, addressing poverty, inequality, climate change, and health through 17 interconnected goals.
    Planetary HealthInitiated by the Rockefeller Foundation-Lancet Commission, focusing on the connection between human health and the state of natural ecosystems.2015OngoingTo safeguard human health by preserving the integrity of the Earth’s natural systems, recognising the importance of maintaining ecological balance to support human well-being.

    Sejahtera: Clarifying Overlapping Frameworks

    Sejahtera offers a valuable framework that can help clarify the confusion between these overlapping global health and sustainability frameworks. Malaysia’s National Education Philosophy highlights the importance of fostering holistic well-being, which encompasses not only intellectual development but also emotional, spiritual, and physical balance. The National Education Philosophy emphasizes the creation of balanced individuals who contribute to societal harmony and well-being based on faith, knowledge, and a sense of responsibility (Kementerian Pendidikan Malaysia, 2021).

    This philosophy resonates with planetary health’s emphasis on sustainability and human health, but Sejahtera extends it by adding a spiritual and ethical dimension that is often absent in other global frameworks. By integrating Sejahtera into higher education curricula, universities can foster a more holistic approach that addresses not only the scientific and medical aspects of planetary health but also its cultural and spiritual dimensions.

    Curriculum Reform: Integrating Sejahtera and Planetary Health

    To achieve this integration, universities must shift toward interdisciplinary learning that incorporates the social, spiritual, and cultural dimensions of well-being alongside environmental and health sciences.

    Incorporating Sejahtera and planetary health requires fostering a curriculum that moves beyond a purely scientific understanding of environmental health. For example, medical students could be taught about the impacts of environmental degradation on mental health, while also exploring the spiritual practices that help individuals and communities cope with these challenges. Case-based learning can be employed to engage students in real-world scenarios where they must balance scientific knowledge with ethical and spiritual considerations.

    Sustainability projects on university campuses can also provide hands-on learning opportunities, allowing students to apply planetary health and Sejahtera principles to create green spaces, conserve energy, and promote community resilience. These projects help students understand the practical applications of sustainability while also fostering a sense of responsibility toward the environment and society.

    Streamlining Frameworks for a Coherent Educational Approach

    Given the frequent confusion between planetary health and other frameworks like global health, the SDGs, and One Health, integrating Sejahtera provides a unifying philosophy that clarifies these overlapping areas. Sejahtera’s focus on holistic balance offers a cohesive framework that brings together the strengths of each of these approaches, providing students with a clear and integrated understanding of how they can promote sustainable well-being. By incorporating Sejahtera into higher education curricula, universities can ensure that students are equipped with the knowledge, skills, and values necessary to tackle the world’s most pressing environmental and health challenges.

    Conclusion

    Incorporating Sejahtera and planetary health into higher education curricula offers a transformative opportunity to promote a holistic and integrated approach to global health and sustainability. While planetary health provides the scientific foundation for understanding the relationship between human health and the environment, Sejahtera adds a culturally grounded framework that promotes harmony between humans, nature, and society. This alignment with Malaysia’s National Education Philosophy ensures that future generations are equipped not only to address the environmental and health challenges of our time but also to foster spiritual and ethical well-being in their personal and professional lives.

    Disclaimer: The ideas expressed in this article were generated with assistance from ChatGPT, an AI language model.

    References

    Capon, A. G., & Horton, R. (2019). Planetary health: Safeguarding health in the Anthropocene epoch. The Lancet, 390(10114), 865-870.

    Kementerian Pendidikan Malaysia. (2021). Falsafah Pendidikan Kebangsaan. Available at https://www.moe.gov.my.

    Rockström, J., Steffen, W., Noone, K., Persson, Å., Chapin III, F. S., Lambin, E., … & Foley, J. A. (2009). A safe operating space for humanity. Nature, 461(7263), 472-475.

    Rockefeller Foundation-Lancet Commission. (2015). Safeguarding human health in the Anthropocene epoch: Report of the Rockefeller Foundation–Lancet Commission on planetary health. The Lancet, 386(10007), 1973-2028.

    Whitmee, S., Haines, A., Beyrer, C., Boltz, F., Capon, A. G., Ferreira de Souza Dias, B., … & Rockström, J. (2015). Safeguarding human health in the Anthropocene epoch: Report of The Rockefeller Foundation–Lancet Commission on planetary health. The Lancet, 386(10007), 1973-2028.

    UNESCO. (2014). Education for Sustainable Development: A Roadmap for Implementing the Global Action Programme on ESD. Available at https://unesdoc.unesco.org/ark:/48223/pf0000230514.