The Role of Interfaith Teachers in Framing Religious Moderation in Public Schools
DOI:
https://doi.org/10.35445/alishlah.v18i3.9792Keywords:
interfaith teachers, religious moderation, public schools, pedagogical collaboration, multicultural education,Abstract
Religious moderation in public schools is commonly examined through the role of teachers from a single religious tradition, while the collective contribution of teachers across religious backgrounds remains insufficiently synthesized. This study examines how interfaith teacher collaboration contributes to the enactment of religious moderation in public school contexts. A systematic literature review using thematic synthesis was conducted following the PRISMA 2020 framework. Studies published between 2018 and 2024 were retrieved through searches of Scopus, Web of Science, ERIC, and Google Scholar. Eligible studies were screened according to predefined criteria, and the included literature was analyzed through coding, descriptive theme development, and analytical theme construction. The synthesis identified four interconnected dimensions of interfaith teacher collaboration. First, teachers function as moral role models, cultural brokers, and peace educators. Second, moderation is enacted through reflective dialogue, collaborative social projects, integration of local wisdom, and creative media. Third, implementation is constrained by structural-institutional, socio-cultural, and individual-pedagogical barriers. Fourth, interfaith collaboration is associated with more inclusive school climates, greater student tolerance and empathy, and strengthened teacher capacity for managing religious diversity. The findings suggest that religious moderation is shaped not only by individual teacher competence but also by relational and collaborative teacher agency supported by conducive school environments. The review highlights the need for structured interfaith professional development and institutional spaces that enable sustained teacher collaboration.
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