Abstract
Globalization has intensified cross-cultural, religious, and social identity interactions, increasing the potential for conflict in multicultural societies. Although multicultural education and conflict resolution have been widely studied, an explicit conceptual framework linking the philosophical foundations of Islam, multicultural education, and conflict resolution within a single applicable model remains underdeveloped, particularly in the context of learning in the era of globalization. This study analyzes the paradigm of multicultural Islamic education in conflict resolution and proposes a conceptual model for its implementation in inclusive and dialogical learning. The study employs a conceptual qualitative approach through library research, using philosophical analysis and thematic synthesis of relevant and up-to-date literature. The findings indicate that multicultural Islamic education is philosophically grounded in the management of diversity through justice (‘adl), tolerance (tasamuh), and peace (salam), positioning education not only as a medium for transmitting religious values but also as an instrument of social transformation. Its implementation involves an inclusive curriculum, dialogical-participatory learning, an inclusive school culture, strengthened educator roles, community involvement, and the use of digital technology to support social and digital literacy. These findings are synthesized into the proposed Foundation–Strategy–Resolution (LSR) Model, which explicitly links the Islamic philosophical foundation, six implementation strategies, and conflict resolution outcomes in a reflective and cyclical process. The study demonstrates that multicultural Islamic education can contribute to the development of humanistic, inclusive, and adaptive learning approaches for conflict resolution in the era of globalization.