Becoming an Inclusive Muslim in a Pluralistic Society: A Phenomenological Study of the Attitudes and Social Responses of Islamic High School Students

Abstract

This study aims to explore how Islamic high school students construct inclusive religious attitudes and respond socially to diversity within a pluralistic society, focusing on their lived experiences in navigating religious identity alongside tolerance and social engagement with people of different beliefs and backgrounds. The research employed a qualitative phenomenological approach, with data collected through in-depth interviews, participant observation, and reflective narratives, which were then analyzed using thematic analysis grounded in the phenomenological method to capture the essence of students' inclusive experiences. The findings reveal that students construct inclusivity through a dynamic process of religious self-understanding, empathetic engagement with religious and cultural differences, and active participation in socially diverse environments, while maintaining a strong sense of Islamic identity without perceiving inclusivity as contradictory to their faith. Furthermore, students' social responses were shaped by school culture, interfaith interactions, and reflective religious guidance that encouraged open-mindedness rather than exclusivist attitudes. These findings imply that fostering inclusive Muslim identity among adolescents requires pedagogical approaches that integrate religious depth with pluralistic values, offering practical insights for Islamic education curricula aimed at strengthening social harmony in diverse societies.