<![CDATA[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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