A Tawhidic Epistemological Framework for Dealing with Non-physical Violence against Teachers in Islamic Educational Institutions

Abstract

The increasing prevalence of non-physical violence against teachers, including verbal abuse, psychological intimidation, relational aggression, and cyberbullying, presents a growing concern for educational institutions worldwide, particularly those grounded in Islamic values. Most existing interventions are shaped by secular psychosocial and criminological theories that emphasize behavioural control and punishment, while neglecting the spiritual and moral dimensions necessary for a lasting solution in Muslim contexts. This study aims to propose a Tawhidic epistemological framework that situates the principle of divine unity as the foundation for understanding and addressing the problem. Using conceptual analysis and an integrative literature review of classical and contemporary Islamic scholars, the framework redefines the teacher-student relationship, conceptualizes knowledge as a divine trust, and views education as an act of worship. The main elements encompass the ontology of knowledge as divine light, the axiology of ethical conduct as adab, the teleology of learning for communal benefit, and the methodology of soul purification. The study concludes that integrating Tawhidic epistemology with insights from modern social science offers a spiritually grounded and holistic paradigm that restores the sacred covenant of respect between teachers and students and strengthen Islamic educational reform.

Keywords:   Tawhidic Epistemology; Islamic Education; Non-physical Violence; Teacher Dignity; Ethical Comportment (Adab).