Integrated multicultural-inclusive-peace-Islamic pedagogy: an empirical model of value internalization in an Indonesian Islamic school

Multicultural tensions and identity fragmentation in plural societies highlight the need for educational models that foster tolerance and social cohesion. This study examines how multicultural values are internalized in an Islamic secondary school through an integrated framework combining multicultural education, diversity-equity-inclusion (DEI), peace education, and Islamic pedagogy. A qualitative case study was conducted in a culturally diverse urban Islamic school in Indonesia. Data were collected through semi-structured interviews with teachers and school leaders, focus group discussions with students, classroom observations, and document analysis. Thematic analysis revealed three key mechanisms of value internalization: dialogic and value-oriented teaching practices, inclusive institutional policies that promote equity and participation, and relational student interactions characterized by empathy and cooperation. These mechanisms were underpinned by Islamic moral principles of moderation (wasathiyyah), justice (‘adl), and compassion (rahmah), which reinforced rather than conflicted with multicultural and peace-based values. The findings suggest that multicultural, inclusive, and peace-oriented education can be effectively integrated within Islamic schooling contexts when supported by coherent pedagogical, structural, and moral foundations. This study contributes an empirically grounded model of multicultural value internalization and offers practical implications for faith-based schools seeking to cultivate inclusive and peaceful learning environments.