Religious Moderation-Based Global Citizenship Education: Transforming Islamic Religious Education in the Transnational Era

The transnational era is characterized by increasing global interconnectedness, advances in digital technology, and cross-border exchanges of values and identities. These developments require Islamic Religious Education (PAI) to cultivate global competencies while preserving Islamic values. This study aims to analyze the integration of Global Citizenship Education (GCED) and religious moderation as a paradigm for transforming PAI in the transnational era. Employing a qualitative literature review, the study examines scholarly articles, academic books, and relevant documents through descriptive analysis and thematic synthesis. The findings indicate that GCED and religious moderation share fundamental values of tolerance, justice, peace, respect for diversity, nonviolence, and social responsibility. Religious moderation provides an ethical-spiritual foundation, while GCED offers a framework for developing global citizenship competencies. The transformation of PAI involves contextualized curricula, dialogical-transformative pedagogies, digital literacy, problem-based learning, social projects, and strengthened teacher competencies. This study concludes that integrating GCED and religious moderation provides a conceptual framework for developing Islamic Religious Education that fosters Muslim global citizens with strong Islamic and Indonesian identities, inclusivity, critical thinking, moderation, and responsibility toward global humanitarian challenges.