Mainstreaming the Moderation of Islamic ReligiousEducation in Global Society

Abstract

This article examines strategies for mainstreaming moderation in Islamic religious education within the
context of global society. The escalation of religion-based extremism and the complexity of globalization
challenges have driven the urgency to reconstruct a more moderate and inclusive approach to Islamic
religious education. Through a literature review methodology, this research explores the conceptualization of moderation in Islamic religious education, implementation strategies in the curriculum, the
role of digital technology, and a multistakeholder collaborative model. The study results indicate that
mainstreaming the moderation of Islamic religious education requires a paradigmatic transformation
that encompasses epistemological, pedagogical, and institutional dimensions. The development of a
curriculum that integrates a multilevel approach and reflective-dialogic learning methods becomes a
strategic instrument in the internalization of moderation values. The utilization of digital technology
accompanied by the strengthening of critical religious literacy plays a significant role in countering the
proliferation of extremist narratives in cyberspace. The implementation of a collaborative multistakeholder model, taking into account the local socio-cultural context, becomes a determining factor in
building a moderate and sustainable Islamic education ecosystem amidst the dynamics of global society.