<![CDATA[This article analyzes pedagogical strategies in Islamic Religious Education (PAI) that integrate religious moderation to prevent the infiltration of radical narratives into educational institutions. It uses qualitative library research by examining policy documents, curriculum regulations, and relevant scholarly literature, with content analysis organized around policy support, classroom pedagogy, school culture, and theoretical foundations. The analysis identifies three mutually reinforcing strategies: critical dialogic learning, contextual and inclusive narrative learning, and the strengthening of the hidden curriculum through teacher role modelling and a non-discriminatory school climate. These strategies draw on critical pedagogy, social constructivism, and the ethical principles of wasathiyah Islam. The article argues that policy documents provide an institutional framework, but they do not automatically ensure inclusive learning. Implementation depends on teachers’ interpretive competence, opportunities for reasoned dialogue, safe social interaction, and consistent school practices. Because this study relies on literature rather than field observations or experimental evaluation, the proposed strategies should be understood as a conceptual framework requiring empirical testing in different educational settings.]]>
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