When I became an academic staff member at Universiti Teknologi Malaysia (UTM) in January 2024, I have come to appreciate that academic professionalism is measured not only by knowledge and technical expertise but also by the depth of one’s adab (ethics, manners) and integrity. A lecturer is both a transmitter of knowledge and a builder of character. The transition from architectural practice to academia has opened a new chapter in my journey that requires conscious self-leadership, emotional maturity, and alignment with the moral responsibilities of academic life.
To navigate this journey, I rooted in the Islamic concept of ihsan (kindness) and excellence in faith, action, as well as purpose, to teach and lead with spiritual consciousness, interdisciplinary insight, and a focus on holistic student development. IHSAN pushes me beyond compliance to commitment and doing our best as if Allah sees us and strive to embody the ideals of a reflective, ethical, and values-driven academic.
| Stands for | Explanation | |
| I | Integrative Knowledge | Bridge theory and practice, Islamic ethics and modern pedagogy. |
| H | Holistic Development | Shape minds and souls: intellectual, emotional, ethical, and spiritual growth. |
| S | Service-Driven Purpose | Teaching as Amanah (trust), education as service to society and ummah. |
| A | Accountability to Allah | Practice muraqabah (Spiritual mindfulness) in actions, intentions, and decision-making. |
| N | Niyyah ( نِيَّةٌ)-Centred Excellence | Let purpose guide every scholarly act with sincerity and excellence. |
The Way We Speak Reflects Who We Are
In every interaction with students, colleagues, and university management, I strive to uphold polite, respectful, and constructive communication. I believe that how a lecturer speaks whether in a lecture hall, during a meeting, or in written communication reflects the individual’s adab.
When I teach, I adopt a tone that is firm yet empathetic, assertive but never condescending. When providing feedback to students, I begin by acknowledging their efforts and strengths before guiding them on areas of improvement. This approach fosters a growth mindset and helps maintain student dignity. Such communication aligns with the Holistic Development aspect of the IHSAN concept, where emotional, intellectual, and ethical aspects of the student are all nurtured.
Professional writing, too, is governed by ethics. I pay close attention to accuracy, citation practices, and data integrity. Academic communication must always be transparent and responsible. This is where the principle of Accountability to Allah takes root which constantly reminding me that the highest form of academic accountability is spiritual, and that sincerity (ikhlas) and trust (amanah) must guide my scholarly efforts.
Let Your Conduct Speaks Your Character
As a lecturer, my physical presence, punctuality, appearance, and decorum are all expressions of respect for the academic profession. Dressing appropriately, arriving on time or earlier for lectures, and conducting oneself with calmness and dignity contribute to a learning environment and institutional culture of professionalism.
Adab is especially important in mentoring students, who often emulate their lecturers’ behaviour. The Service-Driven Purpose principle reminds me that teaching is not a job but a trust which an act of service to society, the ummah, and future generations. Through every class, I strive to convey this sense of responsibility, modelling not just academic skills but integrity and purpose.
Other than that, I ensure that I participate actively in faculty meetings, seminars, and other scholarly events. These are not mere formalities, but also a platform to strengthen academic collaboration and contribute meaningfully to the university.
Upholding Integrity and Trust
Integrity is the foundation of my teaching and research practices. In the classroom, I ensure that all materials are original or properly credited, and that assessments are designed fairly. In the world of AIs, I encourage students to use the technology so that they won’t be left behind. But alongside, they were also taught to use the AI ethically and with integrity. In classroom, I do not outsource the responsibility of teaching, nor do I rely solely on lecture slides. Each class session is prepared with the goal of delivering transformative learning experiences connecting knowledge to application.
In research, I uphold ethical standards such as truthful data reporting, avoiding plagiarism, and respecting intellectual property. These practices reflect the Integrative Knowledge principle of the IHSAN concept, which emphasizes the harmonious application of theory, practice, and spirituality. For me, research is not just about publication, but it is about producing work that is meaningful, sincere, and reflective of both academic integrity and societal needs.
Moreover, the Niyyah(نِيَّةٌ)-Centred Excellence component is deeply embedded in how I set academic goals. Every article written, every student supervised, and every research grant pursued begins with a conscious intention (niyyah) to benefit others. This reminds me that true excellence lies not in personal recognition, but in pursuing outcomes that serve a greater moral and intellectual purpose.
Personal Reflections on Challenges and Growth in Upholding Ethics
Transitioning from a professional architectural background to a full-time academic role has not been without challenges. One of the most pressing has been balancing teaching, research, consultancy, and institutional responsibilities, all while adjusting to university structures and KPI-driven outputs.
Initially, I found myself overwhelmed by overlapping deadlines and unfamiliar academic routines. During these times, the Holistic Development and Accountability to Allah principles became my foundation. I developed a habit of weekly self-reflection (muhasabah), where I assess not only what I’ve done, but why I’ve done it, and whether I have stayed aligned with my values.
To manage better, I began using digital tools to track my academic tasks, set micro-goals, and ensure nothing important falls through the cracks. I also sought guidance from senior colleagues and attended professional development workshops organized by UTM CTLD to sharpen my understanding of academic expectations.
I often remind myself that growth is a process, and that even the Prophet Muhammad (PBUH) said, “The best of deeds are those that are consistent, even if small”. In embracing this mindset, I allow myself space to learn, adapt, and strive for continuous improvement.
Ongoing Steps for Strengthening Ethical Practices
As part of my commitment to becoming a well-rounded academic who upholds adab and ethics, I have taken specific steps that align with the IHSAN concept:
- Integrative Knowledge – I planned contents of the courses that I teach to link theory to professional practice, ensuring that students understand the practical impact of their learning. I also integrate Islamic ethical perspectives into my teaching where appropriate.
- Holistic Development – I hold regular reflection sessions with my students and encourage open dialogue on personal growth, ethics, and resilience.
- Service-Driven Purpose – I actively participate in community engagement projects and believe in research that solves real-life societal challenges.
- Accountability to Allah – I maintain spiritual grounding in my work routines, such as beginning each task with bismillah and reminding myself that excellence (itqan) is a form of worship.
- Niyyah(نِيَّةٌ)-Centred Excellence – I reset my intentions regularly, especially when facing pressure to “publish or perish,” to ensure that my scholarly work remains sincere and beneficial.
Towards Becoming a Scholar with Adab and Impact
This journey has taught me that in academia, true success is not just measured by performance metrics, but by the barakah (blessing) in one’s work. The IHSAN concept serves as my guiding framework, helping me align my efforts with the moral and ethical responsibilities of my profession. Through Integrative Knowledge, Holistic Development, Service-Driven Purpose, Accountability to Allah, and Niyyah(نِيَّةٌ)-Centred Excellence, I strive to be more than just a lecturer instead I aim to be an educator who inspires, a mentor who uplifts, and a scholar who serves.
In a world increasingly driven by data, rankings, and output, I believe we must return to the roots of Islamic scholarly foundation where intention, sincerity, humility, and ethics shape not just what we do, but who we become.
“Indeed, Allah loves when any of you does a job, he does it with excellence (itqan).”
(Hadith, reported by Al-Baihaqi)
May I continue to grow as a principled, reflective, and compassionate educator, one who honours the amanah of knowledge and leaves a positive legacy for students, the university, and society at large. آمين يا رب العالمين