The Internalization of Islamic Values in Student Technopreneurship Competencies in the 4.0 Industrial Era: Evidence from Kuningan University, Indonesia
Abstract
Objective: The Industry 4.0 era brings challenges and opportunities in education and entrepreneurship, particularly in technopreneurship, which combines technological innovation and entrepreneurship. However, the integration of Islamic values such as honesty, responsibility, and sustainability into technopreneurship remains limited, both in research and curriculum. This study aims to develop a learning approach that integrates technology, entrepreneurship, and Islamic values to shape ethical technopreneurs who contribute to sustainable development. Method: This study employed a qualitative approach. Participants were selected using purposive sampling. Data were collected through in-depth interviews, participatory observation, and document analysis, and analyzed using thematic analysis to identify key patterns. Results: The study reveals that Islamic values such as honesty, responsibility, and sustainability play a significant role in supporting ethical and spirituality-based technopreneurship. Their integration into the technopreneurship curriculum helps students develop both technical and moral competencies, supported by academic environments and external communities. Novelty: This study offers a distinctive framework that formally embeds Islamic values into technopreneurship education, positioning them as essential competencies rather than complementary ethics. In contrast to prior research that treats spirituality as external motivation, this model integrates values like amanah and maslahah within structured academic, mentorship, and community systems. It highlights the transformative potential of value-based innovation, despite persisting institutional challenges.
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