The Role of Universities in Fostering Tolerance Values in Students

Abstract

The purpose of the paper was to determine how colleges might help students develop tolerance values. By identifying the domains of tolerance, the factors that influence them, and the controls that are mentioned in educational literature and pertinent theoretical frameworks; by identifying the cornerstones, beginning points, and intellectual and doctrinal principles that support the tolerance culture among Muslims; and by identifying the barriers and difficulties that currently face the values of tolerance; finally, by offering a set of recommendations for the future that will enable universities to play a more active role in promoting tolerance among students by enhancing the effectiveness of all university-based educational components. such as student activities, academic staff, academic programmes and courses, and university administration. The descriptive approach was applied in a documentary study format in order to accomplish this goal. The findings demonstrated the importance of holding the view that tolerance is neither a sign of weakness nor a favour, but rather that diversity, pluralism, and difference are facts and a good universal law that God Almighty has enshrined in societies. Rather, it is a virtue, a need for survival, and a great value of Islam, with strict regulations that do not allow for compromise. It also holds that the modern problems facing the Arab and Islamic countries, like the rise in violence and fanaticism, are nothing more than the product of a lack of awareness of Islam's tolerant and moderate message. Since universities are the epicentre of morality and values, they are thought to be the most qualified entity to address the flaw in the value system. Additionally, a number of suggestions were made: The following were some of the most noteworthy: Universities should prioritise the revival of the values associated with the faith and its divine approach in their strategic goals; they should also adopt a clear and developed vision for promoting tolerance among students, as evidenced by their mission and goals; and they should adopt a humane leadership style that is intellectually open, decentralised, and grounded in a system of tolerance values. Teachers and other staff members must demonstrate tolerance in their actions and attitudes in order to serve as positive role models for students. In addition to engaging with societal issues and helping to find solutions, they must also take the initiative to attend conferences, seminars, and gatherings that promote tolerance. To help students internalise the ideas of tolerance, communication, and dialogue, they should be interested in expanding the opportunities for them to engage in these forums and share their thoughts with others. This calls for the need to diversify curricula and programmes to include topics other than specialisation. The ultimate goal of academic courses for students is to develop and strengthen appropriate intellectual values and concepts among them. General courses in these areas include society's culture, cultural heritage, and religious tolerance. One of the recommendations is that university student activities in all of their forms and fields need to be directed towards promoting values in real-world contexts, particularly the values of tolerance and dialogue.