<![CDATA[Background: The role of Islamic religious education teachers in fostering religious moderation among students has become increasingly urgent in today's diverse and dynamic social environment. Objective: This study aims to determine the urgency of the role of Islamic religious education teachers in fostering religious moderation in students at school. Method: The research uses a qualitative approach with a qualitative descriptive method. It was conducted at SMK Karsa Mulya Palangka Raya in 2024. The research subjects include religious education teachers, principals, subject teachers, and students. Data collection was carried out through observation, interviews, and documentation. The process of data validation used triangulation. Result: Religious moderation in students can be successfully instilled through collaboration between religious education and subject teachers, supported by the principal and regulations that promote religious moderation. Conclusion: Religious moderation coaching is more effective when there is a cohesive effort between various school stakeholders, including teachers and principals. Effective communication and a supportive school environment are key to promoting religious moderation in students. Originality/Value: This study provides conceptual and empirical novelty in the field of Islamic religious education and school leadership by revealing the importance of a multistakeholder collaborative coaching model integrating Islamic religious education teachers, general subject teachers, principal leadership, and institutional regulations regarding the cultivation of religious moderation values within vocational secondary education in a pluralistic environment, which has previously received limited academic attention due to a predominant focus on the teacher acting alone. These findings enrich empirical evidence and serve as a strategic reference in formulating school governance policies and developing integrated religious moderation programs across educational institutions.]]>
