<![CDATA[This study examines the development of academic tolerance, social inclusion, and the enactment of Islamic educational values in Civic Education learning among university students from diverse educational backgrounds. A qualitative case study was conducted with 20 second-semester students in the Arabic Language Education Program at UIN Sunan Kalijaga Yogyakarta. Data were collected through classroom observations across eight learning sessions and semi-structured interviews, and analyzed thematically using Miles, Huberman, and Saldaña’s interactive model. The findings identify three interconnected processes. First, academic tolerance emerged through students’ recognition of, respect for, and constructive responses to diverse perspectives during classroom discussions. Second, social inclusion developed through collaborative participation, particularly in small-group discussions and joint assignments that brought students from different educational backgrounds into sustained interaction. Third, Islamic educational values, including tasamuh, ta’awun, musawah, and al-‘adl, were enacted through authentic learning experiences embedded in instructional design and classroom interactions rather than delivered as separate doctrinal content. These processes indicate that tolerance, inclusion, and Islamic values function synergistically: tolerance enables the acceptance of difference, inclusion facilitates meaningful participation and interpersonal engagement, and Islamic values provide an ethical framework for sustaining such interactions. The study highlights the potential of value-based collaborative learning to cultivate a tolerant and inclusive academic culture in Islamic higher education.]]>
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