econstructing the Paradigm of Multicultural Islamic Education: Assessing the Relevance of Equality Values in the Contemporary Curriculum

Abstract

Amid globalization and increasing social polarization, Islamic education faces the challenge of not only focusing on ritual–formal aspects but also fulfilling its social function in responding to the reality of diversity. An exclusive paradigm of Islamic education is considered insufficient to address the demands of multicultural societies. This study aims to reconstruct the paradigm of Islamic education through a multicultural perspective by examining the relevance and integration of the values of equality, justice, and inclusivity within contemporary curricula. The research adopts a qualitative approach using library research methods, drawing on analyzes of classical and modern Islamic education literature, curriculum policies, and theories of multicultural education. Data were analyzed through content analysis and discourse criticism. The findings indicate the need to shift learning approaches from dogmatic models toward dialogical–critical ones. While the value of equality in Islam has a strong theological foundation, its implementation remains constrained by narrow textual interpretations. Future research is recommended to investigate the empirical application of multicultural Islamic education paradigms in educational institutions.