<![CDATA[Teacher–student communication is a fundamental dimension of Islamic education, serving not only as a means of knowledge transmission but also as a process of cultivating ethics, spirituality, and character. Contemporary educational communication, however, faces epistemological challenges, including fragmented knowledge transmission, declining educational authority, and information-oriented learning that may overlook the authenticity and ethical responsibility of knowledge. This study aims to reconstruct the epistemology of teacher–student communication by integrating Tahammul wa al-Adā’ in ḥadīth scholarship with the murshid–murīd educational relationship. Employing qualitative library research with philosophical and conceptual approaches, the study analyzes classical works on ʿulūm al-ḥadīth, Islamic educational philosophy, and taṣawwuf through thematic analysis, comparative interpretation, and conceptual synthesis. The findings indicate that Tahammul wa al-Adā’ provides an epistemological foundation of validity, authenticity, continuity, and responsibility in knowledge transmission, while the murshid–murīd relationship contributes ethical, spiritual, dialogical, and transformative dimensions. Their integration generates an Islamic Epistemic Communication Framework emphasizing epistemic integrity, moral authority, reflective learning, dialogical engagement, and character transformation. The framework offers a conceptual foundation for strengthening teacher–student communication in contemporary Islamic education while preserving the authenticity of Islamic intellectual tradition.]]>
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