Sejahtera Academic Framework (SAF)

148 147 The RCE framework requires a WIT of IIUM. As previously mentioned, the WIT approach is a pragmatic way to develop a person who uses their head or specifically their cognitive ability to know, their hand to do or their psychomotor domain for mastering skills, and their heart to be, which refers to the affective domain in forming values and attitude which will later translated into actions. These three components make up a person, which will then learn to live together with others in harmony, respectful and peaceful society. This is in line with the four pillars of learning set out in a report for UNESCO by the International Commission on Education for the 21st Century in 1996 which emphasise on the four pillars that make up education throughout life; which are learning to know, learning to do, learning to be and learning to live together. Most of formal education only stops at learning to know which focuses on numeracy, literacy and critical thinking, and learning to do which concerns more of skills and competency. Little emphasis was given onto learning to live together which involve the development of social skills and values, and learning to be, which foster personal development to act with creativity, judgment, and responsibility. Putting it together, the head, the hand, and the heart must integrate to materialise learning to live together (Dzulkifli Abdul Razak, 2019). Here is where the IIUM model of university, as one of the stakeholders in RCE, distincts itself from the other teaching and learning models while serving as the epicenter for the university in community. As an Islamic university, IIUM is strongly grounded by the fundamental and teachings of Islam in all of its functions and operations. In the teaching of Islam, the concept of education is more rightly defined as tarbiah (nurture) - to develop a person to be a human being, not just a human capital. The ‘knowledge' imparted and possessed is just a piece of information until it is being applied to benefit others or it gives meaning to oneself. With this definition, two critical equal concepts of sustainable development are implied; one, application of knowledge and second, transfer of knowledge. And the same concept is being advocated in the Humboldtian model of education (that is - the integration of teaching, learning, and research) and integrates it with service to humanity. In other words, knowledge is not acquired just for the sake of knowledge, but rather because education strives for a higher ideal of applying that knowledge to address human needs, concerns, and problems. It is exactly for this purpose that mainstreaming the humanising of higher education is imperative towards meeting sustainable development goals. Specifically, the main implication of RCE on IIUM’s education process is to structurally nurture students who are balanced and harmonious (Insān Sejahtera) as stipulated in the Falsafah Pendidikan Kebangsaan crafted on values-based holistic and integrated education for sustainable development (Education 2030) through the teaching and learning that provide conducive shared learning (culture of iqra' ) ecosystem geared towards the convergence of knowledge founded on the Tawḥīd approach towards realising "comprehensive excellence". Together with these functions, the IIUM research agenda is to engage in researchand innovation that are relevant to the Maqā ṣ idAsh-Sharī ʿ ah and in meeting the United Nations’ SDGs aimed at mercy for all ( Raḥmatan lil- ʿ Ā lamīn ). Contrary to the belief that being recognised as RCE means a total reconstruction of the university’s direction, the recognition serves as a booster to strengthen the curriculum, efforts and initiatives towards sustainability which have been fully embedded in the initial establishment of IIUM . The mission towards sustainable development had been explicitly stated in IIUM Mission Statement No 2; To produce better quality intellectuals, professionals and scholars by integrating the qualities of faith ( ʾ īmān ), knowledge ( ‘ilm ), and good character ( akhlāq ) to serve as agents of comprehensive and balanced progress as well as sustainable development in Malaysia and in the Muslim world. An RCE is a network of existing formal, non-formal and informal organisations that facilitate learning towards sustainable development in local and regional communities. Community is part and parcel of the university learning ecosystem, not just to serve as a venue for co-curricular activities. The purpose of an RCE is to connect the formal education institutions with the local stakeholders in the efforts towards sustainable development, hence, the concept of university in community. The term community is not only limited to the neighbouring community but society at large in different areas beyond the locality of the campus, either in the region or internationally where the community is facing with sustainable development challenge. This RCE network is very global that it can serve as another platform to fulfill the IIUM Mission Statement No. 6 and Mission Statement No. 7, which are “To enhance intercultural understanding and foster civilisation dialogues in Malaysia as well as across communities and nations” and “To develop an environment that instills commitment for life-long learning and a deep sense of social responsibility among staff and students”.