<![CDATA[Religious moderation, multicultural education, and inclusive education share a commitment to justice, equality, and human dignity. However, educational policies often treat these agendas as separate programs, limiting their potential for integration. This fragmentation highlights the need for a comprehensive framework that connects their normative foundations, cultural relationships, and institutional practices. This article aims to develop an integrative framework for aligning religious moderation, multicultural education, and inclusive education within Islamic education policy. This conceptual study combines an integrative review of 30 scholarly articles with a document analysis of six regulations. The analysis draws on policy instruments, policy networks, and institutional theory to examine the conceptual relationships, policy configurations, and institutional conditions shaping the three agendas. The findings establish four propositions. First, the three agendas represent complementary epistemic-religious, relational-cultural, and structural-institutional dimensions of a unified normative orientation. Second, integration is constrained by fragmented policy regimes rather than insufficient instruments. Third, institutional effectiveness depends on organizational culture and educator agency, not merely formal regulations. Fourth, scholarly attention to religious moderation exceeds its relative policy emphasis, while access inclusion receives stronger regulatory support. The article proposes an ecosystem model connecting existing policy regimes through cross-agenda instruments at the macro, meso, and micro levels.]]>
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