<![CDATA[Background: Islamic boarding schools (pesantren) play an important role in developing students' religious values and life skills, including entrepreneurship. However, the mechanisms through which Islamic entrepreneurship education contributes to character formation, particularly independence and responsibility, remain insufficiently documented. Integrating entrepreneurial activities with Islamic values is expected to strengthen students' character while preparing them for social and economic challenges. Objective: This study aims to examine how Islamic entrepreneurship education shapes independent and responsible character among santri in Islamic boarding schools. Method: This study employed a descriptive qualitative approach conducted in 2024 at Manager Tholabie Islamic Boarding School, Buring, Malang. Data were collected through observations, in-depth interviews, and documentation involving school leaders, teachers, and santri. Data credibility was ensured through source and technique triangulation. The collected data were analyzed using four stages: data collection, data reduction, data display, and conclusion drawing/verification. Results: The findings reveal that entrepreneurship education is systematically integrated with Islamic teachings through curriculum design, classroom instruction, practical business activities, and daily boarding school routines. This integrated approach encourages santri to develop independence, responsibility, discipline, honesty, and work ethics while applying entrepreneurial skills grounded in Islamic values. Conclusion: Islamic entrepreneurship education effectively promotes character development when entrepreneurial learning is consistently integrated with religious values, institutional culture, and experiential learning within the pesantren environment. Originality/Value: This study contributes to the field of Islamic education and entrepreneurship by revealing the systematic integration mechanism of Islamic values, practical business activities, and institutional culture in shaping santri’s independence and responsibility within the Islamic boarding school context, an area that has remained insufficiently documented. These findings enrich empirical evidence and provide a strategic reference for designing integrated entrepreneurship curriculum and character education policies across Islamic educational institutions.]]>
