Religious Moderation and Global Diversity Awareness in Islamic Teacher Education

Abstract

Globalisation presents profound challenges for Indonesia as a multicultural nation, particularly amidst the rising trends of intolerance, exclusivism, and latent radicalism among younger generations. University students, as future educators and agents of social transformation, bear a crucial responsibility in cultivating tolerance, inclusivity, and global pluralistic awareness. This study aims to examine the integration of religious moderation values namely balance, tolerance, and non violence within higher education learning processes and its influence on shaping students’ global diversity attitudes in the Islamic Primary School Teacher Education Universitas Islam Negeri Mahmud Yunus Batusangkar. Employing a qualitative approach with a case study design, data were collected through in depth interviews, participatory observation, and document analysis, followed by thematic analysis to identify emerging patterns of meaning and interpretation. The findings indicate that embedding religious moderation values through curriculum design, reflective pedagogical practices, case based learning, and collaborative projects effectively enhances students’ empathy, inclusiveness, and openness toward diversity. Despite contextual challenges such as limited instructional time and variations in lecturer competence, the integration substantially contributes to the formation of globally conscious, tolerant, and peace oriented student profiles within a multicultural academic environment.