<![CDATA[Purpose – This study examines educational dualism in Indonesia as a multidimensional problem involving epistemological separation, institutional differentiation, and social inequality. It addresses the limited integration between knowledge-integration discourse and sociological analysis by arguing that epistemological reconciliation alone is insufficient without institutional and social transformation. Design/methods/approach – The study employs qualitative library research with a sociological-conceptual approach. Peer-reviewed studies, primarily published between 2021 and 2026, were purposively selected alongside foundational works. The literature was analyzed through historical-institutional analysis, thematic-conceptual comparison, and Bourdieusian interpretation using the concepts of field, habitus, cultural capital, social capital, symbolic capital, and social reproduction. Findings – Islamic educational institutions have increasingly developed integrative forms through curricular expansion, institutional transformation, and the incorporation of scientific, technological, vocational, and professional knowledge. However, epistemological and institutional integration do not automatically eliminate symbolic hierarchies, unequal recognition, or differences in capital convertibility. The study identifies three interconnected levels of integration: epistemological, institutional, and social integration. Research implications/limitations – The proposed framework may inform the evaluation of knowledge-integration policies and institutional reform. However, the library-based design does not empirically measure capital accumulation, institutional prestige, or graduate mobility across educational pathways. Originality/value – The study extends knowledge-integration discourse by introducing a three-level framework that links epistemological reconstruction, institutional implementation, and social integration through a Bourdieusian perspective.]]>
