Reconstructing the Epistemology of Islamic Economic Education: Resolving the Mechanistic Curriculum Crisis Through an Integrative Philosophy

Abstract

The current practice and pedagogy of Islamic economics are frequently constrained by pragmatic and mechanistic approaches, wherein fiqh muamalah (jurisprudence) rules are implemented without profound philosophical underpinning. Consequently, Islamic economic education risks losing its spiritual and social essence, merely mimicking conventional economic systems under Sharia labeling. This study aims to reconstruct the epistemology of Islamic economic education by critically re-examining its foundational philosophy and addressing the mechanistic curriculum crisis. Employing a qualitative library research methodology, this study systematically analyzes 42 selected primary and secondary texts (2015–2025) using content analysis and hermeneutic-interpretive techniques. The findings reveal that the epistemological reconstruction of Islamic economic education must pivot on the seamless integration of revelation (naqliyyah) and reason (aqliyyah), manifested through four core axiological pillars: tawhid (monotheism), 'adl (justice), halal, and maslahah (public interest). The article advances beyond existing literature by proposing a novel, operational three-tiered integrative curriculum framework (Conceptual Foundation, Technical Competency, and Reflective Practice) that directly contrasts with conventional commercial-focused curricula. Theoretically, this study distinguishes its model from classical Islamization frameworks by embedding active reflective evaluation into pedagogical delivery. Practically, it provides actionable curriculum policy benchmarks, recommending a 30% credit allocation to reflective ethics. Future empirical research should validate this framework across diverse higher education institutions.