<![CDATA[The increasing diversity of contemporary societies has highlighted the urgent need for higher education to promote inclusive attitudes and religious moderation among students. Nevertheless, many university curricula still prioritize cognitive achievement while paying limited attention to multicultural awareness and ethical engagement in plural contexts. This study aims to analyze the role of a multicultural curriculum in fostering the development of religious moderation among university students. This research employs a qualitative approach using a conceptual and analytical framework grounded in multicultural education theory and transformative learning. Data were collected through a systematic review of relevant literature, policy documents, and previous empirical studies related to multicultural curriculum and religious moderation in higher education. The data were analyzed using thematic interpretation to identify key patterns and conceptual relationships. The findings reveal that the integration of multicultural values within the curriculum contributes significantly to the development of tolerant, inclusive, and balanced religious attitudes among students. Multicultural curriculum encourages critical awareness, empathy, and dialogical learning, which are essential elements for strengthening religious moderation in plural societies. The novelty of this study lies in proposing an integrative conceptual framework that connects multicultural curriculum design with the development of religious moderation through transformative educational practices. This framework positions multicultural curriculum as a strategic instrument for fostering inclusive religious attitudes and strengthening social cohesion in higher education.]]>
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