Abstract Contemporary Islamic education faces increasing challenges related to social diversity, pluralism, and the need for inclusive educational approaches. Previous studies have examined Nurcholish Madjid’s reformist thought from various perspectives, yet a comprehensive synthesis connecting his educational philosophy with current discussions on inclusive and multicultural Islamic education remains limited. This study aims to map research trends and examine the conceptual contribution of Nurcholish Madjid’s educational thought through a bibliometric analysis and systematic literature review of scholarly publications from 2015 to 2025. The findings reveal growing academic attention toward themes of religious moderation, multicultural values, and Islamic educational reform. Three major dimensions of Nurcholish Madjid’s contribution were identified: the integration of Islamic ethical principles with universal human values, the reconciliation of religious and rational knowledge, and the development of dialogical and inclusive pedagogical perspectives. The reviewed literature also indicates a predominance of conceptual discussions, while empirical investigations examining the implementation of these educational principles in institutional contexts remain limited. This study contributes an integrated understanding of the intellectual development of inclusive multicultural Islamic education by positioning Nurcholish Madjid’s educational philosophy within contemporary debates on pluralism, sustainability, and educational transformation. Future research should explore how these conceptual foundations can be translated into curriculum design, pedagogical practices, and institutional strategies across diverse educational settings.
Muqoyyidin et al. (2026) studied this question.