<![CDATA[This study investigates the implementation model of cultural diversity education within the "Islam and Religious Moderation" courses in Islamic higher education institutions. The increasing urgency to foster inclusive and tolerant attitudes among students in response to plural religious and cultural realities drives the research. Positioned within the broader discourse on religious moderation and educational transformation, this study seeks to explore how pedagogical strategies can cultivate intercultural understanding grounded in Islamic values. Employing a qualitative narrative inquiry approach, data were collected through interviews, focus group discussions, and classroom observations, then analyzed using the Clandinin three-phase model of filtering, grouping, and interpreting narrative data. The findings reveal a three-stage implementation model: (1) building a comprehensive understanding of religious moderation concepts contextualized in global and local frameworks; (2) linking conceptual knowledge to lived experiences through reflective and dialogical learning; and (3) promoting moderate behavior via project-based learning, guided discussions, and critical engagement with case studies. The study concludes that integrating cultural diversity into Islamic religious education can effectively reinforce students' inclusive religious worldviews and foster mutual respect in campus life and society. These findings offer pedagogical insights for embedding religious moderation into the curriculum as a transformative force for pluralistic coexistence. ]]>
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