Multicultural Education Strategies for Developing Intercultural Competence in Islamic Communities
Keywords:
multicultural education, intercultural competence, islamic communities, islamic education, meta-ethnographyAbstract
Increasing social diversity, global mobility, and digital transformation have required Islamic educational institutions to implement educational strategies that strengthen intercultural competence while preserving Islamic values. This study aimed to synthesize scholarly evidence on multicultural education strategies for developing intercultural competence within Islamic communities and to formulate a conceptual framework applicable to Islamic education. The study employed a qualitative library research design using the Meta-Ethnography approach. Data were derived from 70 qualitative articles published between 2016 and 2025 and retrieved from Scopus, Web of Science, DOAJ, Google Scholar, and SINTA. Literature selection followed the PRISMA 2020 guidelines, while data were analyzed through thematic analysis, content analysis, reciprocal translation, refutational synthesis, and line-of-argument synthesis. The findings revealed that the development of intercultural competence was shaped by the synergy of multicultural education, the internalization of Islamic values, dialogic learning strategies, authentic learning experiences, and the integration of global citizenship and digital literacy. The study proposed the Multicultural Islamic Intercultural Competence Framework as its principal conceptual contribution, offering an integrated perspective that enriches multicultural education within Islamic education and provides practical guidance for curriculum development, instructional strategies, and educational policies that are more inclusive, adaptive, and globally oriented.
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