<![CDATA[Cultural globalization is a global phenomenon that has brought significant changes in patterns of social interaction, identity construction, and societal value systems, including within the field of education. This condition poses serious challenges for Islamic education, particularly in shaping learners who are tolerant, inclusive, and capable of living harmoniously in plural societies. Multicultural Islamic education is viewed as a strategic approach to responding to these challenges through the integration of Islamic values with principles of respect for cultural, ethnic, and social diversity. This study aims to analyze the dynamics of multicultural Islamic education in responding to cultural globalization, with a particular focus on strengthening students’ multicultural competence. The study employs a qualitative approach using library research. Data were collected from scholarly journal articles and academic books relevant to the research topic. Data analysis was conducted using content analysis with a thematic approach. The findings indicate that multicultural Islamic education has a strong conceptual and theoretical foundation and is highly relevant in addressing the dynamics of cultural globalization. Multicultural Islamic education functions not only as a medium for the transmission of religious values but also as a means of developing students’ multicultural competence through the internalization of values such as justice, human fraternity, and compassion. Nevertheless, studies examining the dynamics of implementing multicultural Islamic education, particularly at the level of basic education, remain limited and require further empirical investigation. This study is expected to provide a conceptual contribution to the development of Islamic education that is more inclusive and responsive to the realities of a pluralistic global society]]>
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