<![CDATA[This study aims to analyze the experiences of young Bahá’í individuals in accessing education and understanding the process of negotiating their religious identity in an academic environment dominated by majority religious groups in Asam Kumbang Village, Medan City. The research uses a qualitative approach with a phenomenological design to uncover the informants' lived experiences in pursuing education, interacting with the academic environment, and maintaining their religious identity. There are 10 informants selected through purposive sampling, consisting of six main informants and four supporting informants. Data was collected through in-depth interviews, non-participant observation, and documentation, then analyzed phenomenologically through epoche, horizontalization, clustering of meaning units, theme formation, and synthesis of the essence of the experienceResearch results show that being Bahá’í is not a direct barrier to accessing and attending education. The informants are able to participate in learning, interact with peers, and take part in academic activities relatively normally. The challenges they face mainly relate to adapting to a new environment, the limited understanding some people have about the Bahá’í faith, and the need to explain their religious identity in certain situations. The academic environment is seen relatively positively because there is space to learn and interact without overt rejection of one’s religious identity. Identity negotiation happens in an adaptive and accommodating way through self-adjustment, communication, managing how open they are about their identity, and mutual respect, allowing the informants to maintain their religious identity while taking part in academic life. This study emphasizes that access to education for minority groups is not just about formal opportunities to learn, but also about having social spaces that allow them to maintain their religious identity equally. Therefore, developing inclusive education needs to consider both interpersonal acceptance and structural aspects, including policies, educational practices, and meeting the religious needs of minority groups.]]>
