Abstract
This case study investigated the enactment of a religious moderation literacy project for pre-service teachers of Islamic education at a university in Indonesia. Ten student teachers who participated voluntarily in an online tutorial session and a field trip program to the village where the community embraced interfaith tolerance were interviewed. They wrote reflective journals and collected photographs after joining the field trip. The data were analyzed using thematic analysis. The study found that the pre-service teachers improved their awareness of religious tolerance, felt empowered to act as tolerant teachers, and found leadership to be important for leading a peaceful life.
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