<![CDATA[This conceptual article proposes an integrative Islam–science–civilization curriculum model, outlines implementation strategies, identifies pedagogical challenges, and offers an evaluation framework. It draws on a critical literature review of knowledge integration, Islamic educational philosophy, curriculum development, constructive alignment, and program evaluation. The synthesis proposes a layered model comprising tawhidic and ethical foundations, cross-disciplinary learning outcomes, transdisciplinary course and project design, a supportive learning ecosystem, social partnerships, and continuous evaluation. The conceptual novelty lies in a six-layer architecture that explicitly links epistemological foundations to pedagogical decisions, institutional support, and evaluative evidence within an adaptive framework. Implementation requires academic leadership, lecturer collaboration, pedagogical development, learning resources, and quality assurance. Major challenges include epistemic dichotomy, symbolic integration, uneven lecturer competencies, curriculum overload, differing standards of evidence, and the difficulty of responsibly assessing spiritual and ethical outcomes. Meaningful integration is not the collapse of all disciplines into a single method; rather, it is critical dialogue among ways of knowing while preserving their methodological integrity. The proposed model requires empirical testing across diverse higher education contexts.]]>
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