<![CDATA[This study develops a culturally grounded counseling ecology based on inclusive Islamic education practices in a Muslim minority junior high school in the Tengger highlands of East Java, Indonesia. It examines how school routines, religious meanings, local cooperation, and conflict response jointly sustain multireligious harmony. The study employed a qualitative phenomenological case study design. Data were generated in December 2024 through in depth interviews with the principal, an Islamic education teacher who also served as vice principal for student affairs, one Muslim student, and one Hindu student, supported by observations and school documents. The data were reanalyzed through data condensation, pattern comparison, and interpretive coding informed by ecological systems theory, multicultural and social justice counseling, and relational cultural theory. Five mutually reinforcing layers emerged: safeguarded spiritual space, reciprocal moral translation, cooperative encounter, equitable participation, and restorative deliberation. These layers constitute the Tengger Relational Counseling Ecology (TRCE). The model conceptualizes harmony not as the absence of difference, but as an institutional and relational capacity to protect identity, foster repeated interdependence, distribute participation fairly, and repair tensions through dialogue. The study contributes a counseling oriented extension to research on inclusive Islamic education and local wisdom. It offers school counselors a contextual framework for preventive, developmental, and responsive services in religiously diverse schools. Because the evidence comes from a single information rich case, the model requires further testing through multisite, longitudinal, and participatory studies.]]>
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