Navigating Digital Disruption Through Technopreneurial Leadership and Interdisciplinary Curriculum: A Structural Equation Modeling Approach in Islamic Universities
Main Article Content
Ima Rahmawati
Hana Lestari
Titin Rustini
This study aims to examine the effects of technopreneurial leadership and interdisciplinary curriculum on navigating digital disruption in Islamic higher education. A quantitative explanatory design was employed. The study involved a population of 300 lecturers and academic managers from 10 Islamic higher education institutions, with 169 respondents selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that technopreneurial leadership has a positive and significant effect on interdisciplinary curriculum (β = 0.624; p < 0.001) and digital disruption navigation (β = 0.381; p < 0.001). Interdisciplinary curriculum also has a positive and significant effect on digital disruption navigation (β = 0.497; p < 0.001) and partially mediates the relationship between technopreneurial leadership and digital disruption navigation (β = 0.310; p < 0.001). The R² value of 0.642 indicates substantial explanatory power, confirming that integrated leadership and curriculum development are important for strengthening institutional responses to digital disruption
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