<![CDATA[Radicalism within Islamic educational institutions cannot be reduced to a purely doctrinal problem; it is also rooted in unmanaged social conflict dynamics within multicultural educational spaces. This article aims to construct a conceptual model of multicultural value-based conflict management as a strategy for preventing radicalism, applied contextually to Pesantren Modern Internasional (PMI) Dea Malela, Lenangguar, Sumbawa, West Nusa Tenggara, a boarding Islamic institution accommodating students from diverse socio-cultural backgrounds. This study employs an integrative literature review of scholarly works published between 2021 and 2026 on conflict management, multicultural education, and deradicalization in Islamic education. The findings reveal three key patterns: first, unmanaged multicultural conflict tends to escalate into identity segregation and radicalism; second, normative approaches to multicultural education show structural limitations because they tend to remain at a symbolic level; third, conflict management functions as a missing link connecting the internalization of multicultural values with social resilience against radicalism. The resulting theoretical model integrates three mechanisms—early conflict identification, dialogue-based resolution, and the transformation of conflict into social learning—grounded in the values of wasatiyyah, tasamuh, and ukhuwah. This model is relevant for boarding Islamic institutions with multicultural characteristics such as PMI Dea Malela and warrants further empirical testing.]]>
