<![CDATA[This study examines how Islamic education can catalyze religious moderation by reframing Muslim youth as active grassroots agents rather than passive recipients of institutional messages. It employs library research with descriptive-critical qualitative analysis of the supplied review manuscript and its cited conceptual literature on moderation, youth participation, local culture, interfaith dialogue, and digital engagement. The synthesis indicates that formal, top-down programs may establish normative direction but often have limited social reach when they are disconnected from local experience and sustained participation. Islamic education can bridge this gap by integrating contextual religious literacy, ethical reflection, collaborative community service, interfaith dialogue, and critical digital literacy. The article’s novelty is a youth-centered educational framework that links value internalization, participatory action, contextual adaptation, and continuous evaluation as mutually reinforcing dimensions of grassroots moderation. The framework is conceptual and requires empirical testing in diverse communities]]>
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