<![CDATA[Institutional commitments to religious moderation are often documented through policy and curricula, while teaching practice and student interpretation are studied with different kinds of evidence. This article examines how published research connects these levels in Islamic higher education. A purposive integrative review of 49 DOI-linked publications compares educational setting, research design, pedagogical process, and the limits of each claim. The synthesis identifies four related processes: curricular articulation, lecturer mediation, institutional routines, and opportunities for students to interpret and apply religious values. Curriculum studies clarify what institutions intend; accounts of teaching and campus life show how values are enacted; student studies illuminate reception and participation. The connections are not automatic. A named course does not demonstrate reflective learning, and a report of dialogue does not establish equal access to discussion. The literature on Nahdlatul Ulama and Muhammadiyah settings further cautions against treating organizational affiliation as a uniform pedagogy. The article distinguishes intended curriculum, enacted practice, and student interpretation, and specifies evidence needed to examine the movement among them. Its framework is an interpretive guide for research and teaching rather than a measured effect of a particular institution.]]>
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