<![CDATA[This article examines the integration of multicultural values in Islamic education within the Equality Program Package A, Package B, and Package C in Bombana Regency, Southeast Sulawesi. The study aims to identify the values being integrated, to examine the strategies employed by tutors and institutions at the stages of planning, implementation, and evaluation, and to analyze the supporting and inhibiting factors. The approach used is descriptive qualitative with a case study design. Data were collected through in-depth interviews, learning observations, and document review, then analyzed thematically through data reduction, data display, and conclusion drawing. The findings show that the values of tolerance, justice, equality, dialogical etiquette, empathy, and anti-violence attitudes are present primarily through tutors’ role modelling, inclusive language, heterogeneous group discussions, case studies, role-playing simulations, problem-based learning, and social activities. Implementation differs by level, namely story-based habituation in Package A, deliberation and group work in Package B, and issue analysis, guided debates, digital literacy, and community projects in Package C. Attitude evaluation generally uses observation, reflection, and portfolios, but the documentation remains weak. This article offers an integration model based on diversity mapping, Bombana-contextual materials, participatory dialogical methods, and reflective evaluation to strengthen social cohesion in the equality education pathway.]]>
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