Research Problem

In Indonesia, universities face significant challenges in integrating interreligious education. The challenges are mainly due to their secular focus (Parker, 2014; Salim, 2022), limitations in faculty expertise (Sterkens & Yusuf, 2015), and societal resistance (Nasih et al., 2024; Salim, 2022). Many institutions lack qualified staff in religious studies, and some faculty members are concerned about potential controversies arising from these topics (Sterkens & Yusuf, 2015). Additionally, students from religiously homogeneous backgrounds often struggle to engage in interreligious education, leading to limited cross-religious interactions (Suyanto et al., 2024). For example, students from rural Islamic boarding schools (pesantren) may find it difficult to adapt to interfaith dialogue settings at universities, resulting in discomfort and hesitation (Sirry et al., 2024). Likewise, Christian students from predominantly Christian regions often have limited exposure to Muslim perspectives, which creates gaps in understanding and engagement (Nasih et al., 2024).

Religious conflicts still observed in Indonesia highlight the need for a structured approach to promoting interreligious understanding in higher education. The country has experienced significant tensions, including the Maluku (Ambon) conflicts from 1999 to 2002, which resulted in thousands of deaths during clashes between Christians and Muslims, as well as sectarian violence in Poso, Central Sulawesi, from 1998 to 2001. Additionally, brutal attacks on Ahmadiyah followers, a Muslim minority, in Cikeusik in 2011 also resulted in fatalities (Firdaus, 2023). Recent incidents of religious intolerance, including restrictions on minority groups and protests against places of worship, further demonstrate that interreligious tensions remain a persistent challenge. Addressing these conflicts through education is essential for fostering peace and mutual understanding among future generations.

Research Objectives

Therefore, this study examines how a higher education institution can promote interreligious studies and dialogue among university students. The primary objectives of this study are:

1. to examine how Universitas Negeri Surabaya integrates interreligious education into its curriculum;

2. to explore faculty and student engagement in interreligious activities;

3. to identify challenges and barriers faced in promoting interfaith dialogue in higher education institutions;

4. to provide recommendations for enhancing the implementation of interreligious education in universities.

The Role of Higher Education in Promoting Religious Diversity

Universities play a crucial role in shaping attitudes toward religious diversity. It creates an environment where students can engage with different religious perspectives, promoting critical thinking, tolerance, and social responsibility (Alberts, 2007; Waggoner, 2002). Promoting religious diversity in universities involves understanding diverse religious groups on campus, which can reduce prejudice and foster personal growth (Rockenbach & Mayhew, 2014). Furthermore, interreligious studies promote religious tolerance and promote peacebuilding and social cohesion. These studies can achieve societal harmony by providing students with skills to navigate and mediate religious conflicts (Appleby, 2003). Universities can incubate future leaders for religious understanding and harmony in diverse societies.

Integrating interreligious studies into higher education curricula requires careful planning. One common approach involves developing courses on world religions, interfaith dialogue, or religious pluralism (Hill, 2011; Nasih et al., 2024; Waggoner, 2002). These courses aim to teach students about major religious traditions and the skills for respectful dialogue with individuals from different backgrounds (Cornille, 2013). Additionally, interdisciplinary programs integrating religious studies with sociology, anthropology, political science, and international relations provide a comprehensive understanding of religion in contemporary society (Eck, 2001; Prothero, 2007). Extracurricular activities are also crucial for promoting interreligious understanding on campus. Universities can organize interfaith events to bring together students from different religious backgrounds for meaningful conversations in a safe environment (Patel, 2020). Student-led interfaith initiatives can enhance campus climate by promoting ongoing dialogue and collaboration across religious lines (Rockenbach & Mayhew, 2014). Furthermore, experiential learning opportunities like service-learning, study abroad programs, and internships with religious organizations effectively enhance students’ understanding of religious diversity (Jones, 2001). Students can apply academic knowledge in real-world situations, reinforcing learning and developing practical skills for engaging with religious diversity in their future careers.

Theoretical Perspectives on Interreligious Studies

Interreligious education in higher education draws from various theoretical perspectives that provide insights into its effectiveness and impact. This study relied on three theoretical perspectives: the contact hypothesis, social identity theory, and the dialogical approach.

The contact hypothesis suggests that interactions between students of different religious backgrounds can reduce prejudice and improve relations (Allport, 1954; Pettigrew & Tropp, 2006). This theory has been widely tested in educational settings, demonstrating that meaningful intergroup contact can promote mutual understanding and reduce interreligious conflict (Dovidio et al., 2017). For example, a study conducted at a university in Malaysia introduced a structured interfaith dialogue program where Muslim and Christian students engaged in collaborative service-learning projects. The findings showed that participants developed increased mutual respect and understanding, supporting the idea that intergroup contact fosters more positive interfaith relations (Hambali et al., 2019).

The social identity theory explores how individuals’ identity is shaped by their group memberships, including religious affiliations (Tajfel & Turner, 2004). In interreligious education, this theory suggests that students may perceive their religious identity as a core component of their self-concept, which can either facilitate or hinder intergroup relations (Verkuyten, 2007). A practical application of this theory was observed in a study where students from different religious backgrounds participated in interfaith workshops emphasizing shared social identities, such as being members of the same university community. The study found that students who focused on their common identities were more open to interreligious cooperation and exhibited lower levels of prejudice (Abrams & Hogg, 2010; Hogg, 2000). Moreover, research in European higher education institutions demonstrated that students who engaged in structured interfaith dialogue sessions experienced a shift in perspective, viewing themselves as part of a broader, inclusive social identity rather than strictly within their religious group (Abrams & Hogg, 2010).

The dialogical approach emphasizes open and respectful communication to foster interreligious understanding (Cornille, 2013). This approach argues that meaningful interfaith dialogue should go beyond mere coexistence and encourage deep, transformative engagement where participants actively listen and learn from one another. For instance, a case study in the United States examined an interfaith seminar where students from Jewish, Christian, and Muslim backgrounds were required to engage in ongoing dialogues about their faith traditions while reflecting on contemporary religious conflicts. The results indicated that participants developed greater empathy, became more tolerant of different viewpoints, and improved their ability to articulate their religious beliefs without diminishing others (Bakhtin, 1986; Volf, 2011). Scholars highlight that fostering interreligious dialogue in academic settings encourages students to question stereotypes, engage with diverse perspectives, and develop a critical yet respectful understanding of religious traditions (Taylor, 2003; Tracy, 1990).

Research Design

This study utilized a qualitative exploratory case study design to investigate how Universitas Negeri Surabaya (unesa), a state university in Surabaya, Indonesia, promotes interreligious studies and dialogue among its students. This approach enables a thorough analysis of the university’s strategies, faculty involvement, student engagement, and challenges in implementing interreligious education initiatives (Yin, 2018).

Participants and Demographics

The study includes 20 participants, five faculty members involved in curriculum design and interfaith initiatives, and 15 students from various religious backgrounds. The participants were selected through purposive sampling to ensure a diverse representation of different religions and academic disciplines.

Among the students, 10 identified as Muslim, three as Christian, and two as Buddhist. The faculty participants comprise religious studies lecturers, general education instructors focusing on interfaith dialogue, and a university representative for academic affairs.

Instruments

This study utilized two instruments to gather the intended information: an observation sheet and an interview protocol—the observation sheet documents student and faculty engagement during interreligious events, workshops, and classroom discussions. The interview protocol focused on key themes, including faculty perspectives on interreligious education, student experiences in interfaith dialogue, and the challenges faced by the institution. The interview questions included open-ended inquiries such as, “How has interreligious education influenced your personal beliefs?” and “What challenges do you perceive in integrating religious diversity into the curriculum?”.

Data Collection and Analysis

The study utilized document analysis, observations, and semi-structured interviews to investigate interreligious studies at unesa. It reviewed course syllabi, strategic plans, and promotional materials to assess the integration of these studies into the curriculum and extracurricular initiatives. Over four months, from February to May 2023, researchers conducted participant observations at various interfaith events, workshops, and classroom discussions, totaling approximately 12 sessions lasting 90 minutes to two hours each. These observations provided insights into student and faculty engagement in interfaith activities.

To further explore participants’ experiences and the challenges of implementing interreligious studies, 20 semi-structured interviews were conducted, 12 in-person and 8 online. Each interview lasted 45 to 60 minutes, facilitating a detailed examination of experiences and institutional challenges. Thematic analysis of the interviews identified key themes, including institutional strategies, faculty roles, curriculum design, and student engagement. Quotations from participants supported the findings, enhancing the study’s credibility in understanding the role of higher education in fostering interreligious studies among students.

Results

The study’s findings are grouped into four themes: institutional strategies for promoting interreligious studies, faculty and curriculum involvement, student participation and impact, implementation challenges, and new trends and innovative practices.

Institutional Strategies to Foster Interreligious Studies

The commitments of unesa toward supporting interreligious studies have been implemented in different strategies by incorporating these studies into the academic and extracurricular programs. It is because interreligious studies align with the university’s vision: to “become a resilient, adaptive, and innovative educational university based on entrepreneurship”. Focussing on the adaptive aspect of the vision, unesa demonstrates the institution’s dedication to promoting religious literacy, encouraging interfaith dialogue, and equipping students for life in a world with diverse religious beliefs.

Curricular Integration: unesa has integrated interreligious studies into its core curriculum as part of a broader framework for social justice. This integration highlights the connections between religion and issues related to race, gender, and class. The Religion course, a national undergraduate requirement, is overseen by university faculty. Instructors teach and empower students to engage in collaborative interdisciplinary projects in this context. This active involvement enables students to explore religious diversity through courses in Pancasila, civic studies, language, and digital literacy. Since October 2024, unesa has collaborated with Western Sydney University Indonesia to offer a dedicated interreligious studies program, reinforcing its commitment to respecting and incorporating diverse religions into its curriculum. A university representative stated, “This collaboration is a crucial step for unesa to support the vision and government policy of religious moderation.”

Extracurricular and Co-Curricular Programs: unesa promotes interreligious understanding through various extracurricular activities. The university organizes interfaith dialogues, panel discussions, and workshops that bring together students from diverse religious backgrounds to discuss shared values and address religious conflicts. For example, on November 15, 2020, unesa held an online interfaith workshop titled “Religious Perspectives in Diversity and the Life of the Nation and State within the Framework of Pancasila.” Additionally, some conferences organized by unesa attracted scholars, students, and community members to discuss contemporary issues related to religious diversity. The university also supports service-learning and experiential learning programs that partner with local and national religious organizations, enabling students to participate in community service projects that require interfaith collaboration. In 2024, for instance, unesa facilitated internships for students at the Directorate of Belief in God Almighty and Indigenous Peoples of Indo nesia, allowing them to work alongside individuals from different religions and belief systems.

Institutional Support and Resources: unesa has significantly invested in supporting interreligious studies. The university funds students and faculty to organize or participate in interfaith initiatives, such as workshops, seminars, and conferences. One lecturer shared, “I received funding from unesa to attend an international conference in Thailand on October 24, 2024, which was meaningful for me in enhancing my religious literacy.” Additionally, unesa offers grants to faculty members for developing new courses or conducting research on interreligious topics and provides incentives for every international publication related to these subjects.

Role of Faculty and Curriculum Design

Faculty members play a crucial role in fostering interreligious studies through their influence on curriculum design and student engagement. Their dedication and expertise are essential in shaping students’ educational experience in this field.

Curriculum Development: The faculty members at unesa have played a vital role in developing and updating courses that explore religious diversity. Faculty from various departments have collaborated to create interdisciplinary projects that examine religion from multiple perspectives, including Pancasila, civic studies, language, and digital literacy courses. Additionally, some faculty members have integrated interreligious content into existing courses on ethics, social justice, and global issues, ensuring that discussions about religion are framed within broader societal contexts. For instance, a religion lecturer stated, “By assigning students the task of exploring Islamic perspectives on religious differences in a social context, I aim to enhance their religious literacy.” A Christian educator added, “I also encourage students to foster religious tolerance through online shows on the unesa channel.” Furthermore, lecturers of religious courses have prioritized hands-on learning by incorporating visits to religious communities and interactions with religious leaders into their curricula.

Faculty Engagement and Professional Development: unesa recognizes the importance of providing faculty with the knowledge and skills to teach interreligious studies effectively. The university offers workshops and seminars focused on religious diversity and interfaith pedagogy. Additionally, faculty members are encouraged to attend national conferences on interreligious dialogue and collaborate with colleagues from other institutions on research projects. Among the participating lecturers, three out of five acknowledged the need for enhanced training in teaching religious diversity. For example, one faculty member stated, “I initially hesitated to incorporate interfaith discussions in my lectures, but after attending the training, I feel more equipped to facilitate these conversations.” Another faculty member added, “It is crucial to have a community focused on interreligious studies where faculty can share best practices and discuss challenges in teaching about religion.” These findings highlight the essential role of teaching in developing students’ understanding of interfaith issues.

Student Engagement and Impact

This study highlights the significant influence of students’ involvement in interreligious studies on their academic and personal growth. This involvement is not merely a facet of their academic path but a transformative experience that shapes their perception of the world and their place in it.

Increased Religious Literacy and Critical Thinking: Students reported that their coursework, extracurricular activities, and co-curricular programs in interreligious studies enhanced their understanding of religious traditions and improved their ability to think critically about religious issues. Seventy percent of students (10 out of 15) noted that the courses challenged their preconceptions and encouraged them to reflect and think critically about their beliefs and those of others. For instance, a Muslim student remarked, “Attending interfaith workshops helped me understand Christianity beyond stereotypes, which completely changed my perception.” Similarly, a Christian student stated, “Before participating in interfaith activities, I was hesitant to engage with Muslim peers, but now I feel more open and comfortable.” A Buddhist student shared, “Through discussions in my interreligious studies course, I realized how much misinformation I had about other faiths. Learning about different religious traditions directly from my peers and professors allowed me to see the similarities in values rather than just the differences. This experience has made me more critical of assumptions and open to dialogue.”

Development of Interfaith Dialogue Skills: Participating in interfaith dialogues and related activities has helped students develop essential skills for engaging in meaningful conversations with individuals from various religious backgrounds. Seventy percent of students (10 out of 15) reported feeling more confident discussing religious topics after attending interfaith programs. One Muslim student shared, “Before, I would avoid talking about religion because I did not want to offend anyone. After participating in interfaith dialogue groups, I feel confident sharing my views while being open to learning from others. These discussions have made me a better communicator overall.” Another student highlighted the importance of empathetic listening: “I used to struggle explaining my beliefs without sounding defensive. Interfaith dialogue sessions taught me how to present my perspective while validating others’ experiences. It is not about winning an argument but learning from one another.” A faculty member also emphasized the importance of extracurricular activities: “Interfaith dialogues in informal settings create a safe space for students to express their beliefs and ask questions without judgment. This approach is effective in reducing biases and misconceptions.”

Personal Growth and Social Responsibility: Engaging in interreligious studies has facilitated personal growth among students and fostered a strong sense of social responsibility. A Buddhist student shared, “When I participated in an interfaith service-learning project, I realized that we share more common values than differences. Working together on social issues strengthened our friendships beyond religious boundaries.” Similarly, a Christian student noted, “Through these programs, I learned to respect and appreciate religious practices different from my own, something I had never deeply considered before.” Approximately 70% of students reported that the experience had bolstered their commitment to social justice and encouraged them to promote religious tolerance and understanding within their communities actively.

Challenges and Barriers

Despite the benefits, unesa faces challenges and barriers in implementing and maintaining activities related to interreligious studies. These challenges include faculty resistance, student apathy and disinterest, and issues of diversity and inclusivity.

Faculty Resistance: This study observed resistance from certain segments of the university community regarding interreligious education. This resistance may stem from a lack of understanding about the importance of such education or concerns about potential controversy. Two faculty members expressed their apprehensions about interreligious education, fearing it could lead to conflicts. A lecturer in the humanities department stated, “My main concern is that discussing religious class differences might trigger debates that escalate into arguments. Many students hold strong beliefs, and I worry about effectively managing those discussions.” Another faculty member highlighted the absence of institutional guidelines, commenting, “There is a lack of standardized resources on interfaith education, making it difficult for lecturers to integrate these discussions seamlessly into their courses. We need more institutional support and professional development opportunities.”

Student Apathy and Disinterest: Engaging students who may struggle to see the relevance of interreligious studies in their academic or personal lives can be challenging. Approximately 20% of students (3 out of 15) hesitate to participate in interfaith activities due to a lack of interest or discomfort in discussing religious issues. One student admitted, “I often avoided interfaith activities because I did not think they were relevant to my studies.” Another student expressed, “I stayed away from interfaith discussions because I was afraid of saying something wrong or offending someone. It felt safer to avoid it altogether.”

Additionally, maintaining student participation in interfaith conferences over time has proven difficult. A Muslim student noted, “I joined an interfaith dialogue group out of curiosity, but eventually, I stopped going. The discussions were interesting but did not seem directly relevant to my studies or future career. I might have remained involved if there were more connections to real-world issues.” This indicates that structured incentives, such as integrating interreligious content into required courses, may enhance student participation. A faculty member suggested, “Introducing interfaith topics through case studies and real-world scenarios in courses like ethics and sociology could make these discussions more appealing to students.”

Balancing Religious Diversity and Inclusivity: Ensuring interreligious programs incorporate all religious perspectives, including non-religious worldviews, is a complex challenge. Minority religious groups have expressed feelings of underrepresentation in the curriculum. A Buddhist student remarked, “Most interfaith discussions focus on Islam and Christianity, making it difficult for me to relate.” Another student added, “I rarely see my beliefs discussed, and sometimes it feels like my perspective does not matter.” The university also encountered difficulties creating an environment where students felt comfortable expressing their religious identities without fear of judgment or exclusion. A faculty member acknowledged this issue, stating, “There tends to be an emphasis on dominant religions in interfaith education. We must consciously include diverse voices to ensure all students feel represented and valued.”

These concerns emphasize the importance of universities ensuring that all religious traditions are fairly represented in interfaith initiatives. Enhancing faculty training, diversifying the curriculum, and implementing student engagement strategies that include various religious perspectives to address these challenges is essential. Future research should examine the long-term effects of interfaith programs and develop methods to encourage broader student participation.

Discussion

The study highlights the crucial role of higher education in advancing religious literacy and promoting interfaith dialogue. Universities provide a vital platform for students to engage with diverse religious perspectives, aligning with Prothero’s (2007) argument that religious literacy is essential in a diverse society. Recent studies further emphasize that religious education in academic settings enhances students’ critical thinking and fosters a more inclusive social environment (Dalimunthe & Siregar, 2024; Ilechukwu, 2014).

The institution integrates interreligious studies into its curriculum and offers extracurricular opportunities for interfaith engagement. This approach improves students’ understanding of world religions and equips them with skills to navigate religious diversity in their personal and professional lives. Findings suggest integrating interreligious education into academic and extracurricular activities leads to significant personal and social development outcomes, including increased empathy, critical thinking, and a commitment to social justice (Cornille, 2013; Eck, 2001; Patel, 2020). These findings are consistent with recent research, which indicates that interfaith engagement on university campuses fosters a sense of belonging and reduces intergroup biases (Mayhew & Rockenbach, 2021).

Higher education is essential due to increasing religious diversity. Modern society’s growing religious pluralism presents opportunities and challenges for social cohesion. Universities can promote interreligious understanding, creating a more inclusive and peaceful society. The significance of this effort is echoed in international research, highlighting the role of higher education in peacebuilding and cross-cultural collaboration (Fretheim, 2024; Halafoff, 2013).

Students benefit from well-designed institutional strategies in interreligious studies. Participation in comprehensive interreligious education programs leads to higher religious literacy, critical thinking, and social responsibility. This fact aligns with Rockenbach and Mayhew’s (2014) research, showing greater student development in religious and spiritual identity, ethical growth, and leadership abilities. Newer studies also show that structured interfaith dialogue programs enhance students’ ability to handle religious differences professionally (Daddow et al., 2021).

The study highlights the crucial role of faculty in delivering effective interreligious education and emphasizes the importance of their involvement and professional development in ensuring program success. Faculty members who understand religious diversity and promote interfaith dialogue are better prepared to create inclusive classroom environments. This supports the work of Waggoner (2002) and Moore (2007), who argue that faculty play a crucial role in shaping students’ religious and spiritual development in higher education. More recent findings suggest that universities investing in faculty training on interfaith dialogue see increased student engagement and success in interreligious courses (Harahap et al., 2022).

The study found that institutions encounter challenges when implementing interreligious studies, including faculty resistance, student apathy, and balancing religious diversity and inclusivity. Faculty resistance often arises from concerns about controversy and perceived misalignment with the institution’s mission, resulting in limited funding and bureaucratic hurdles. This aligns with concerns Eck (2001) and Campbell & Tsuria (2021) raised about discussing religion in secular academic settings.

Student apathy presents a challenge in fostering interreligious understanding. Some students lack interest or comfort in engaging with religious issues, especially those from non-religious backgrounds or with limited exposure to religious diversity. Institutions must adopt more inclusive approaches to involve a broader range of students, such as integrating interreligious content into general education requirements and using technology for more engaging learning experiences. Recent studies indicate that digital interfaith initiatives, including online discussion forums and virtual exchange programs, can effectively engage students who might otherwise be hesitant to participate (Mahmudi, 2024; Mashudi & Hilman, 2025).

Institutions face challenges in creating inclusive programs for diverse religious beliefs and perspectives. It is crucial to ensure all voices are respected and represented, including non-religious individuals. The study emphasizes providing spaces for students to express their religious identities freely, aligning with the concept of intersectionality in addressing diversity and inclusion issues (Waggoner, 2002). The growing recognition of intersectionality in higher education policy supports the need for more nuanced interfaith initiatives that account for diverse student identities (Bešić, 2020).

The study underscores the importance of partnering with local religious and community groups to promote interreligious understanding. This collaboration provides students with hands-on learning and community service opportunities, enriching their educational experiences and strengthening the university’s ties with the local community. This aligns with Jones’ work (2001) on service-learning in higher education and its role in fostering interreligious dialogue.