Moh. Wardi, Kristin Anggraini, Isabella Jeniva
This study aims to map the trends, themes, and directions of the study of religious moderation education in Islamic and Catholic schools through bibliometric approaches and systematic literature review. This study departs from the increasing urgency of religious moderation education in responding to intolerance, polarization, and the challenges of living together in a multicultural society. The study used a hybrid design with Scopus indexed article data sources. The literature selection process follows the PRISMA flow, from 484 initial documents to 359 articles that meet the inclusion criteria. Bibliometric analysis is conducted to identify publication trends, countries, affiliations, authors, journal sources, and keyword co-occurrenceence, while systematic literature review is used to synthesise the theme, focus, and tendencies of the research substance. The results show that publications have increased sharply in the last five years and are dominated by the Indonesian context. The most prolific states, affiliates, and journals come primarily from Islamic educational colleges and publications, while the contribution of Catholic perspectives begins to strengthen through the themes of interfaith dialogue, religious literacy, and peace education. The keyword analysis places religion, education, Islam, tolerance, Catholicism, and religious moderation as the main nodes, which indicates that this field is developing at the intersection of religious education, attitude formation, and interpersonal relations. Religious moderation is not enough to be understood as a curricular content, but as a pedagogical, relational, and institutional process. This study concludes that religious moderation education in Islamic and Catholic schools has a substantive meeting point in building inclusive, dialogical, and socially responsible religious diversity. This study has implications for the importance of strengthening the curriculum, teacher capacity, and school culture that supports interfaith education. © 2026 Informa UK Limited, trading as Taylor & Francis Group.
Department of Early Childhood Teacher Education, Faculty of Teacher Training and Education, Universitas Katolik Widya Mandala Surabaya, Surabaya, Indonesia; Department of Christian Religious Education, Faculty of Teacher Training and Education, Institut Agama Kristen Negeri Palangka Raya, Palangka Raya, Indonesia