<![CDATA[. Islamic education in Muslim-minority settings faces the challenge of maintaining religious identity while engaging constructively with religious and cultural diversity. However, how Islamic educational practices operate within predominantly non-Muslim societies, particularly in relation to interfaith cooperation and shared ethical values, requires further contextual investigation. This study examines the educational practices of Annur Islamic School in Dili, Timor-Leste, with a focus on inclusive spirituality, social solidarity, and cultural adaptation. A qualitative case study design was used, involving 18 participants, including school administrators, Muslim and Catholic teachers, and students. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using the Miles and Huberman framework. The findings indicate that the school’s interfaith educational practices reflect an emphasis on shared ethical values, cooperation among teachers from different religious backgrounds, and educational approaches that accommodate religious diversity while maintaining the school’s Islamic identity. These findings suggest that inclusive spirituality, social solidarity, and cultural adaptation provide useful analytical dimensions for understanding Islamic education in this particular Muslim-minority context. This study proposes a context-sensitive interpretive framework for examining educational resonance in pluralistic settings. Its applicability beyond the case examined requires further investigation through comparative research.]]>
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