<![CDATA[Religious tolerance is an important concern in higher education, particularly in culturally and religiously diverse contexts. This study examined the relationships among Islamic Religious Education (PAI) learning, Guidance and Counseling (BK) services, respectful mind, and religious tolerance among university students in North Maluku. A quantitative cross-sectional survey was conducted with 100 students from five higher education institutions. Data were collected using a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed distinct patterns of relationships among the constructs. BK services showed a strong positive relationship with respectful mind (β = .737, p < .001), but their direct relationship with religious tolerance was not statistically significant (β = −.061, p = .608). PAI learning was positively related to religious tolerance (β = .233, p = .005), but its relationship with respectful mind was not statistically significant (β = .147, p = .145). Respectful mind demonstrated the strongest direct relationship with religious tolerance (β = .809, p < .001). These findings indicate that PAI learning and BK services occupy complementary positions within the estimated model: PAI learning is more directly associated with religious tolerance, whereas BK services are more closely associated with respectful mind. The study contributes to research on higher education by integrating religious learning, counseling services, and respectful mind within a single structural model. The findings highlight the potential value of combining religious learning with interpersonal and counseling-oriented experiences that foster perspective-taking, respectful interaction, and constructive engagement with diversity.]]>
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