<![CDATA[Research on tolerance in Islamic education often fragments cognitive, emotional-intergroup, and spiritual-ethical processes, while the evidence for these domains is not equally direct. This integrative review examines which mechanisms are associated with tolerance, prejudice reduction, multicultural competence, or prosocial intergroup behavior; how they can be coordinated pedagogically; and how evidence strength and boundary conditions qualify the proposed integration. The fixed analytic corpus comprised 43 substantive journal studies from an auditable full-text eligibility set of 47 DOI-bearing articles; four methodological articles informed review procedures but were not coded as substantive evidence. Because the archival search log did not preserve source-level identification and deduplication counts, upstream PRISMA counts were not reconstructed. A deductive-inductive synthesis coded construct boundaries, mechanism, outcome directness, context, and transferability, while claim strength was calibrated by evidence role and design leverage. The evidence is asymmetric: emotional-intergroup mechanisms have the most direct and synthesis-level support; cognitive-epistemic mechanisms have convergent but partly mechanistic support; and spiritual-ethical evidence is largely construct or adjacent-outcome evidence. Excluding non-tolerance spiritual-intelligence outcomes leaves the spiritual pathway as an ethical design hypothesis rather than an empirically co-equal pillar. The resulting framework coordinates critical understanding, regulated perspective engagement, and ethically grounded action while treating power, majority-minority position, teacher competence, curriculum representation, and contact quality as moderators. It is offered as an evidence-informed design proposition for direct empirical testing, not as a validated causal model.]]>
Copyrights © 2026
