An Empirical Study of Tawhid (Divine Oneness) as a Foundational Ethical Framework in Islamic Studies Instruction in Nigerian Universities

This study empirically examines how Tawhid, the Islamic doctrine of divine oneness, is conceptualised and applied as a foundational ethical framework in Islamic Studies instruction at selected Nigerian universities. Tawhid extends beyond theological declaration to encompass a comprehensive ethical worldview governing human conduct, social relations, and academic inquiry, yet its pedagogical application as an ethical framework in tertiary Islamic Studies programmes has not been systematically studied. The study employs a mixed-methods design combining content analysis of Islamic Studies course syllabi from eight universities across Nigeria's geopolitical zones with in-depth interviews conducted with 30 Islamic Studies lecturers and 20 senior students in Lagos, Ibadan, Kano, and Maiduguri. Data are analysed using Islamic ethical framework coding and thematic analysis. Findings reveal that Tawhid is predominantly taught as a theological doctrine rather than as an applied ethical framework, with limited curricular pathways connecting Tawhidic principles to contemporary ethical questions in business, politics, science, and social relations. Lecturers with postgraduate training in Islamic philosophy demonstrate stronger applied Tawhid pedagogy. The study recommends curriculum revisions to embed applied Tawhidic ethics across Islamic Studies courses, development of case-based Tawhid teaching materials, and postgraduate training opportunities for Nigerian Islamic Studies faculty in Islamic ethical philosophy. Keywords: Tawhid, Islamic ethics, Islamic Studies instruction, Nigerian universities, curriculum.