<![CDATA[Entrepreneurship education in higher education is frequently organized around opportunity recognition, venture creation, entrepreneurial intention, and resource acquisition. These orientations are important, but they can understate the normative, spiritual, and distributive purposes of entrepreneurship in contexts where religion and civic philosophy shape educational goals. This study develops a Qur’anic framework for entrepreneurship education by critically integrating social bricolage and Pancasila. A qualitative integrative literature design was used, combining critical thematic synthesis of entrepreneurship-education and social-bricolage scholarship with maudu‘i-oriented interpretation of Qur’anic concepts already identified in the research corpus. The analysis produced a three-layer model. First, tawhid functions as the normative foundation that locates entrepreneurial action within accountability to God and ethical responsibility. Second, individual self-reliance is developed through six bricolage-related capabilities: purposeful action (al-niyyah), sustained effort and problem solving (ijtihad), creative improvisation (al-badi‘iyyah), social value creation (al-ijtima‘iyyah/maslahah), stakeholder participation (musharakah/shura), and trustworthy persuasion (amanah and al-shidq). Third, social self-reliance converts entrepreneurial capability into distributive and community value through cooperation, zakat, infaq, sadaqah, and welfare-oriented enterprise. Pancasila provides a civic translation layer connecting these Qur’anic commitments with divinity, humane conduct, unity, deliberation, and social justice. The resulting framework extends bricolage beyond resource recombination toward normatively governed value creation and offers a curriculum architecture for Indonesian higher education.]]>
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