Analysis of Multiculturalism Learning in Christian Religious Education in Fostering Religious Tolerance
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Abstract
This study examines the integration of multiculturalism learning within Christian Religious Education (CRE) and its role in fostering religious tolerance among students in pluralistic educational contexts. Employing a Systematic Literature Review (SLR) method, the research analyzes recent empirical and conceptual studies published between 2015 and 2024 to provide a comprehensive understanding of how multicultural pedagogical approaches contribute to students’ cognitive, affective, and behavioral development related to tolerance. The findings reveal that multicultural learning in CRE extends beyond the inclusion of diverse cultural content; it constitutes a holistic pedagogical framework encompassing curriculum design, interactive instructional strategies, teacher competence, reflective learning, and supportive school culture. Studies consistently show that multicultural-based CRE enhances students’ intercultural sensitivity, critical thinking, empathy, and willingness to engage respectfully with peers of different religious backgrounds. Effective implementation requires educators to employ dialogical, collaborative, and experiential teaching methods, while also modeling inclusive attitudes grounded in Christian values such as love, justice, and the dignity of all people. The review also highlights several challenges, including limited resources, traditional doctrinal teaching orientations, and resistance from certain stakeholders, which may hinder the full integration of multicultural principles. Despite these barriers, the overall evidence demonstrates that multicultural CRE plays a transformative role in shaping students’ worldview and promoting harmonious interreligious relationships. This study concludes that strengthening multicultural frameworks within CRE is essential for preparing students to navigate religious diversity peacefully and ethically. Future research is encouraged to explore more context-specific implementations and longitudinal impacts of multicultural learning in Christian education.
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