<![CDATA[This study aimed to profoundly explore and analyze the lived experiences of students and educators in implementing a comprehensive Tauhid-based educational paradigm within an integrated Islamic boarding school. Grounded in John W. Creswell’s qualitative transcendental phenomenological framework, the inquiry utilized epoche, horizonalization, and the construction of textual and structural descriptions. Data were gathered through participant observation, in-depth semi-structured interviews, and documentation analysis. The results indicate that Tauhid is actively experienced not as abstract theory, but through dual academic tracks, immersive Arabic linguistic environments, holistic extracurricular activities, and stringent credit-point disciplinary systems governed by ISO 9001:2015 management standards. Furthermore, the 24/7 boarding ecosystem enables educators to act as living exemplars (uswah hasanah), facilitating students' internalization of spiritual accountability (muraqabah) and peer empathy (ta'awun). This structural and textual integration effectively resolves the secular-religious dichotomy, offering a transformative educational model that realigns learners' innate disposition (fitrah) toward spiritual resilience and moral integrity. Implications of these findings suggest that integrating an operational Tauhid framework provides an actionable blueprint for Islamic educational managers to eliminate epistemological fragmentation and optimize holistic character building in modern institutions.]]>
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