This qualitative research paper presents issues and opportunities that come along with the incorporation of Islamic ethics in various disciplines in Bangladesh universities. With the help of phenomenological approach, the present research synthesizes the knowledge of 30 peer-reviewed academic sources that are indexed in Scopus and include peer-reviewed journals to gain the insights into the lived experiences and opinions of stakeholders in Bangladeshi higher education. The study recognizes key theoretical foundations such as the Islamization of knowledge paradigm, the transformative learning theory and curriculum integration models which guide ethical integration initiatives. Some of the major issues are institutional resistance, gaps in faculty capacity, curriculum rigidity, resource limitations, and tensions between secular and religious pedagogies. On the other hand, there are large opportunities created by the cultural-religious background of Bangladesh, the increasing need in the value-based education, the possibility of the whole-person student development, and the compliance with the Sustainable Development Goals. Results show that effective integration takes institutional commitment, faculty development, culturally responsive pedagogies, and balanced strategies to consider the aspect of academic freedom and integrate the element of ethical considerations. The research is relevant to the sparse empirical evidence on this topic of Islamic ethics integration in the South Asian higher education settings and presents viable recommendations to the policy makers, university administrators and curriculum developers. The study highlights the necessity of context-related models that consider the uniqueness of the socio-academic situation in Bangladesh and can contribute to the development of ethical issues in the field of higher education worldwide.