Teacher Mediation in Digital Religious Exclusivism and ModerationFormation among Generation Z: A Sociological Study

Abstract

This study aims to analyze the dynamics of digital religious exclusivism among Generation Z and to formulate pedagogical strategies for religious education teachers in fostering moderate attitudes within a digitally mediated learning environment. Using a qualitative socio-pedagogical case study design, data were collected through participant observation, in-depth interviews, and document analysis in a secondary school context where digital media is integrated into religious education learning. The findings indicate a significant shift in epistemic authority from teachers and formal educational institutions toward algorithm-driven digital platforms, which contribute to the formation of echo chambers and filter bubbles that reinforce religious exclusivism. Teachers are found to experience an authority gap and must reposition themselves as epistemic mediators and critical facilitators of digital literacy. The study further identifies four emergent pedagogical strategies: digital deconstructive literacy, theological reflective dialogue, inclusive narrative curation, and religious meaning reconstruction. These strategies collectively function as a cyclical model for reducing digital exclusivism and strengthening religious moderation among students. The study concludes that religious education must be reconceptualized as a dialogical and reflective process that integrates critical digital literacy to navigate algorithmic religious authority in contemporary society.