<![CDATA[Islamic education extends beyond the delivery of religious knowledge by helping students develop appropriate attitudes when interacting within a diverse social environment. From this perspective, wasathiyyah is relevant because it promotes balance, justice, respect for differences, and proportional responses to disagreement. This article aims to analyze the concept of wasathiyyah values in Islamic education, their forms of integration into educational processes, and their contribution to strengthening students’ tolerance character. The study employs a qualitative approach through library research. Data were obtained by examining scientific articles, academic books, and relevant documents concerning wasathiyyah, religious moderation, Islamic Religious Education, character education, and tolerance. The literature was examined by identifying the main ideas in each source, organizing them into themes, comparing related findings, and synthesizing the relationships among those themes. The review indicates that tawassuth, tawazun, i’tidal, tasamuh, musawah, and syura can be translated into learning objectives, instructional materials, dialogical methods, teacher modelling, and an inclusive educational culture. This integration provides a conceptual foundation for developing tolerance through learning experiences that encourage students to respect differences, listen to alternative views, avoid coercive attitudes, and interact fairly with others. Nevertheless, implementation faces challenges including overly textual teaching, limited religious literacy, and the influence of digital information that is not always reliable. Therefore, Islamic education needs to position wasathiyyah not merely as knowledge content but as values enacted through learning practices and educational culture.]]>
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