Teaching Religious Moderation in Islamic Education: Pedagogies for the Digital Era

Abstract

In an era marked by increasing religious polarization and digital transformation, the concept of religious moderation has emerged as a critical framework for Islamic education. This article presents a critical synthesis of scholarly literature on pedagogical approaches to religious moderation in Islamic education, with particular attention to the challenges and opportunities presented by digital technologies. Through systematic analysis of recent research, this study identifies key themes in the conceptualization and implementation of religious moderation across various educational contexts, including Islamic higher education, madrasahs, and Islamic boarding schools. The analysis reveals tensions between traditional pedagogical approaches and innovative digital strategies, highlighting the need for a balanced, context-sensitive framework that can effectively foster moderate religious values while addressing contemporary challenges. The article argues for a reimagined pedagogy of religious moderation that integrates digital literacy, critical thinking, and intercultural competence, offering practical implications for educators, policymakers, and curriculum developers. This research contributes to the ongoing discourse on religious education by proposing a nuanced understanding of moderation that acknowledges both its potential and limitations in navigating complex religious landscapes in the digital age.