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SOCIAL SCIENCE REVIEW ARCHIVES ISSN Print: 3006-4694

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The Impact of Religious Festivals on Prejudice Reduction among Interfaith University

Students

Zartashia Kynat Javaid1, Amna Shakeel2, Ayesha Sattar3, Huma Chaudhary4

1
Assistant Professor, Government College University Faisalabad, Pakistan, Corresponding,
Author, Email: [email protected]
2,3,4
BS Scholar, Government College University Faisalabad, Pakistan

DOI: https://doi.org/10.70670/sra.v3i1.319

Abstract

The study mainly focuses on how taking part in and disclosing different religious celebrations
affects students’ attitudes, perceptions, and social relations with one another. There are three
main objectives of this research: first, to assess the amendment in prejudice levels between
interfaith students after taking part in religious festivals of different religions; second, to find
out how interactions between people of other faiths during these events enhance reciprocal
understanding and tolerance; and third, to comprehend how active partaking in such events
shapes students’ perceptions and attitudes toward people of different religions. Data was
collected from the sample of ten participants, including five Muslim and five Christian
students, through semi-structured interviews that were designed purposefully. The analysis is
grounded in a thematic examination of the gathered information. Results from the study suggest
that participation in religious festivals constitutes a transformative experience, which serves to
challenge established stereotypes and nurture empathy among them. Furthermore, the
interactions between students of different religions during these events are found to
significantly contribute to the promotion of dialogue, the establishment of interpersonal
connections, and the fostering of mutual respect among individuals.

Keywords: Religious Festivals, Prejudice Reduction, Interfaith University Students,

Stereotype, Empathy, Interfaith Harmony
Introduction
The dynamics of intergroup relations in this globalizing world have been the focus of academic
research, especially in the area of educational institutions. Prejudice is defined as unfounded or
irrational hostility against individuals based on their group identity (Allport, 1954); and poses
significant challenges to social cohesion. A unique environment is provided in the university as an
incubator of cultures and beliefs where students from diverse backgrounds interact. Universities as
secular spaces, promote diversity and inclusion by providing fertile ground for interreligious
interaction. With the help of organizations, students of different faiths are enabled to participate in
each other’s religious celebrations. The university students typically represent diverse backgrounds
and religious observances can play a unique role in promoting inclusion and enhancing intergroup
cohesion (Swim & Hyers, 1999). Prejudice based on religious differences remains a major barrier to
social inclusion, even in places that encourage diversity and inclusion, such as universities
(Hewstone, 2014). Prejudice can manifest itself.
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A variety of ways, from subtle favoritism to outright discrimination, often contribute to poor
intergroup outcomes. Such biases among university students can hinder the development of
friendships, academic collaboration, and broader interfaith social interactions. In some cases, students
may hold stereotypes about other religious groups due to misinformation or lack of direct exposure
(Allport, 1954). Activities such as interreligious dialogue, cultural exchange programs, and campus
interreligious conferences aim to foster these interactions. These activities provide an environment
conducive to Allport's (1954) debasing conditions, with equal standing, shared goals, and
organizational motivation. Including multi-religious activities, lower levels of religious prejudice,
and higher levels of social trust are reported in the outgroup (Putnam & Campbell, 2010). Among the
many ways to promote understanding and reduce prejudice, religious festivals emerge as powerful
tools that can bridge divisions and promote interreligious dialogue.
The religious festivals are rich in cultural and spiritual growth and offer participants a unique
opportunity to make meaningful changes and develop mutual understanding. These meetings often
contain elements that focus on shared values such as compassion, community, and respect, which can
be powerful tools for breaking down stereotypes and reducing prejudice. Religious festivals are
important cultural events that encompass the values, traditions, and beliefs of particular faith groups.
They usually involve public events, rituals, and celebrations. Religious festivals, with their unique
blend of cultural, spiritual, and social elements, provide a promising platform for promoting interfaith
dialogue, understanding, and reducing prejudice among university students (Putnam & Campbell,
2010). Participation in other belief religious events can bridge distances between communities and
reduce intergroup animosity (Allport, 1954). For example, publicly shared celebrations such as
Diwali, Eid, Christmas, and Hanukkah can create learning opportunities and bridge gaps (Verkuyten
& Yildiz, 2007). The essence of these festivals lies in their ability to create shared experiences that
transcend individual differences by giving participants a sense of affiliation and community.
These programs liberate individuals to celebrate faith traditions, challenge stereotypes, build
relationships across religious divides, and offer opportunities (Verkuyten & Martinovic, 2010).
Research shows that such community experiences can significantly enhance intergroup relations
(Turner et al., 2007). Research in this area focuses on understanding how attending or observing each
other’s religious observances can challenge stereotypes, change attitudes, and foster empathy among
students of different faiths. However, the effect of religious observance on intergroup attitudes is still
not explored especially in the higher educational setting, where young adults are at their
developmental stage regarding sociocultural attitudes (Flanagan et al., 2009). Examining how these
observances have reduced prejudice among religiously diverse university students may provide
insight into effective strategies for promoting inclusive climates on campus. So, this study aims to
explore the role of religious observances in reducing interfaith prejudice, thereby contributing to
wider debates on diversity, inclusion, and campus cohesion.
Rationale
Our study is trying to determine the impact of religious festivals on prejudice reduction among
students of various faith backgrounds. Sharing experiences and celebrating events together is a
significant reason for decreasing prejudice, creating empathy, and promoting constructive
relationships between people of different religions and faiths. People of different backgrounds can
interact with each other with the help of religious festivals like celebrations which can reduce or
decrease the misconceptions against other religions. Still, there is hardly any research that has focused
on the impact of prejudice through religious festival collective celebration, particularly in Christian
and Muslim groups. Determining how religious festivals influence the attitudes and points of view
of university students on their prejudice level among different backgrounds, provides us with
different strategies for how we can decrease the stereotypes in diverse cultures.

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Objectives
1:- To assess the amendment in the degree of prejudice between students from different
religious backgrounds after taking part in religious festivals of different religions.
2:-To find out that how interlinkage between people of different religions during these events
increase the reciprocal understanding and forbearance.
3:- To comprehend how active partaking in religious festivity, reframe the students’
perceptions and vantage point with respect to people of different religious backgrounds.
Literature review
Religious festivals recognized as powerful catalysts for social cohesion and intergroup
harmony. These collective celebrations can play crucial role in developing understanding
between students from diverse background. The environment of universities is best diverse
setting for students of different religious background. This literature review integrates the
findings of some studies to explain the impact of religious observances in reducing prejudicial
perspective and build up mutual understanding, especially among university students. In the
case of Pakistan, some studies highlight the practices of religious festivals in developing
comprehension about different faiths. For example, Arif and Nadeem (2021) reported the
impact of interfaith festivals on reducing prejudice among university students in Pakistan. The
findings showed that joint participation during festivals significantly enhanced intergroup
relations. This study also concludes that joint participation reduces biasness among students of
different culture. More than the overall students enjoyed social and religious festivals and also
helps to reduce prejudice among the students. This study revealed that these festivals foster
tolerance among students. This is the theory of communication that implies positive group
interaction between different members. It can reduce prejudice and increase social cohesion for
the purpose of nourishment. The effect of religious fests reveal that students who participated
in religious gatherings reported greater openness to understand different religions and their
point of view. Saeed and Ahmed (2023) found that the joint celebration of Eid and Diwali
fosters communication and understanding between people from diverse religions. Their study
shows how such events increase communication among communities and promote
participants’ personal experiences by socializing their faith among diverse religious
background. It also found that interfaith gatherings during festivals help to reduce negative
attitudes and foster social cohesion among people. These findings are crucial because they also
reveal that religious participation in festivals can increase a culture of respect and
comprehensiveness among students in diverse settings. The ways in which religious practices
promote interfaith harmony have been a popular topic in the literature. Rehman and Jabbar
(2022) highlights the role of collective celebrations in developing empathy, respect and sharing
cultural experiences positively impacts student’s perceptions of each other’s faith. The impact
of religious festivals extends beyond Pakistan, where cross-cultural studies support the notion
that these festivals can effectively reduce prejudice. Khattak and Rehman (2019) revealed that
acceptance and tolerance are keys for adjustment in religious activities and they are pertinent
for smooth running and dynamism. This study explores the adjustment among interfaith
communities. The findings of this study highlight the strong social interaction between
majorities and minorities in the target area. Recent research has provided more evidence for
this finding. For example, a study revealed how participation in religious festivals at a
multicultural Canadian university affects students’ intergroup attitudes. It was found that
students who actively participate in interfaith celebrations reported lower prejudice and greater
willingness to interact with individuals from different backgrounds. Another study by Daddow
and Cronshaw (2021) examined patterns of interreligious communication at festivals in
Australian universities. Their study found that interfaith gathering not only reduced
misconceptions but also created lasting friendships among the participants. The authors
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emphasize that such festivals can foster empathy and understanding in diverse educational
settings. It also emphasized that community celebrations increase a sense of belonging and
shared identity, which play important role in intergroup prejudice reduction among students.
Their work explains when individuals from diverse backgrounds celebrate festivals together
and engage in positive communication challenge stereotypes. Hassanli and Wiliamson (2021)
further support this view, arguing that the emotional and social context of shared celebrations
encourages a deeper understanding of diverse cultural and religious practices. The findings of
this study revealed that multicultural gatherings foster psychological sense of community
among student in an educational setting from diverse background. Their research highlighted
how sharing rituals celebrating together fosters a sense of belonging and reducing feelings of
hatred and misconception. Similarly, a study is conducted by Tondok and Suryanto (2022) in
Malaysia which characterized by a country cultural and religious diversity. The findings
showed that interfaith celebrations significantly reduced stereotypes and conflicts among the
participants. The researchers explain participation in diverse celebrations is important for
interfaith comprehension. It is enabling students to interact with each other in a courteous way
to learn about different practices. A study by Killen and Razz (2022) examined the cross-group
friendships can reduce prejudice and also reduces biases and stereotypes among interfaith
groups as well. These are the studies on the impact of religious festivals in reducing prejudice
among of interfaith communities (Javaid et al., 2024). By promoting positive connections and
shared experiences, these events help create a more inclusive and cohesive in diverse settings.
A review of studies shows that participation in public celebrations fosters dialogue, empathy
and understanding, which are essential to overcome prejudicial attitudes. T h e universities
continue to promote diversity and developing understanding among students of diverse
background. Then those things create more inclusive environment educational settings. By
creating an environment where interreligious dialogue is prioritized, universities can play an
important role in fostering inclusion and respected societies both locally and globally. In
conclusion, the literature highlights the impact of religious festivals play important role in
reducing prejudice among university students of diverse faiths. By facilitating positive
interactions and shared experiences, these events can help to create a more inclusive and
cohesive campus environment (Javaid et al., 2024). The purpose of this study is to further
explore these developments, in order to provide insights how the benefits of religious festivals
can be used to promote understanding and respect among diverse students’ populations in local
and global contexts (Javaid et al., 2024) that religious following enhances mental well-being.
It is further explained that complex relationship of culture, religion and happiness can be
understood through conceptualization (Javaid et al., 2024).
Methodology
Research Design
This research study is qualitative design by using purposive sampling technique. In this
research study Muslim and Christian students were opted as participants and the data was
collected through semi- structured interviews. Interviews were recorded in audio form and
demographic data were noted in the diary. Finally, the data was analyzed thematically.
Participants
This research study includes 10 research participants from which five were Muslim students
and five were Christian students. All the participants included in this study are university
students, with an age group of 18 to 25 years.
Inclusion Criteria
We included individuals aged 18-25 in our study, opting only on the Muslim and Christian
students.

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Exclusion Criteria
We excluded individuals below 18 and above 25 years of age from the research study.
Moreover people from all other religious backgrounds such as Hinduism and Buddhism, were
also excluded from this research study.
Data Analysis
In this research study semi – structured interviews were conducted and recorded. Information
that comes from the interviews was coded by noticing and listening to the interview’s
recording. The data that was collected from the semi structured interviews was than
demonstrated. In this research study we have followed the guidelines of thematic analysis for
coding and identifying patterns in our research data.
Procedure
This research study was conducted in a single university at Faisalabad. In this research study,
respondents were interviewed based on the objectives of the study by selecting participants
through purposive sampling method During interviews, the purpose of this research study was
explained to the respondents in details and the relevant demographic information was obtained
according to the needed in this research. The different questions were asked by using interview
protocol from participants and they shared their experiences while we noted the information on
diary and also recorded the conversations of participants. Data was collected from the semi
structured interviews and was analyzed by using the method of thematic analysis.
Ethical Considerations
During the whole process of this research study, ethical considerations are strictly adhered to
keep safe the regales of the research participants. Informed consent is taken to make sure that
the participants of research have acknowledged the purpose of the study. It was assured to
research participants that researchers will follow confidentiality.
Findings

The research investigates how religious festivals impact the prejudice reduction between students of
university students at Faisalabad ranging in age from 18 to 25 years. Detailed interviews of students
belonging to different faiths and different themes create an appearance of how these religious
celebrations impact the level of prejudice. In this research, five participants are Muslims labeled as
M1 to M5 and five participants are Christians labeled as C1 to C5. An initial finding is that religious
celebrations, which often involve communal activities, create an environment where students have
the opportunity to interact with people from diverse religious backgrounds. Different participants said
that taking part in different faith festivals assisted them in developing a perspective in which they
respect the thoughts and beliefs of the people of different faiths. Different participants expressed that
the broad nature of many faith festivals promotes them to move beyond passive tolerance to active
involvement and interest. Despite the positive impacts focused on by many participants, some also
agreed on the point that faith festivals alone might not be enough to eradicate deep-rooted prejudices,
particularly if they were shaped by factors such as rearing or existing views.
Interfaith Interactions and Understanding
This theme examines the experiences of interfaith dialogue and understanding during participation
during religious festivals. The state of constant movement of interreligious, dialogue, ecumenism and
involvement during religious festivals are of considerable importance, especially in increasing respect
and understanding for each other among people of divergent faith groups. These have a chance for
interdenominational bonding. Different perspectives on what it means are reflected in the subthemes
within this category.
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Perceptions and Stereotype: Central to the theme of interfaith interactions in university
environment is the concept of stereotypes, which can be defined as distorted, lacking depth and often
out of proportion beliefs about communal group of people. These stereotypes can lead to deformed
views concerning people. So this subtheme basically focuses on how university students from
different religious backgrounds recognize one another and what is the role of these stereotypes in
shaping interactions between the people of different religions.
As C1 participant said;
“school mai bachy mery sath baithty bhi nhi thy kiu ky mujhy asy perceive karty thy jesy ma bohat
alag ho ya un jesy nhi ho”
As M3 participant said;
“Hamary school mai aik student christian thi jis k sth kuch bachay baithna pasand nhi krty thy”
Role of Religious Leadership. This subtheme focuses on what is the impact of religious leaders in
guiding interfaith dialogue. This subtheme also focus on the role that spiritual leaders play in shaping
apprehension, misapprehension, forbearance , narrow-mindedness , acceptance and respect among
people of different religions. Religious leaders can effect that how their followers look at and relate
with the individuals from different religious backgrounds.
As M1 and C4 participants said;
“Agar hum ase kisi scholar ko sunty hain jo dusary religion ky bary ma zaida negative sochty ha to
hum ma bhi us religion ko ly ky grudge a jata ha”
Cultural and Religious Appreciation
This theme focuses on how participation in or exposure to diverse religious practices enhance cultural
understanding. It’s central attention toward understanding traditions and breaking stereotypes through
direct communication. . Furthermore, such understanding allows individuals to surpass perceptions
and stereotypical interpretations, thereby increasing a more refined understanding of different
religions. Different points of views on what it means are reflected in the subthemes within this
category.
Learning from Cultural and Religious Practices. This subtheme focuses on what people can learn
from different cultures and religions. It explores how living in such diverse environments shapes
student’s perceptions about various religious practices. An analysis of the favorable dynamics that
emerge within these diverse communities and educational advantages are afforded to students. Simple
examples of practices that teach values (e.g., helping others, sharing food).
As C2 participant said;
“Humara religion humy ya sikhata ha ky hum dusare religion ky logo ko bhi izzat dain or un ky sath
mil ky baith kar khayn”
As M5 participant said ;
“Humy sub ko as a human treat karna chahiye except their religion”
Living in Diverse Community. This subtheme focuses on how diversity in neighborhoods or cities
promotes social intimacy and how diversity makes communities stronger. It explores the impact that
living in a diverse communities has impact on student’s understanding of various religious beliefs. It
also examines that students who lives in diverse community have better understanding of other
religions or not.
As C3 participant said;
“Ma Christian ho lakin ma aik muslim community ma rehte ho or is sy mujhy maloom hoa ky majority
of muslims Christians ko acha treat karty han”
As M4 participant said ;
“Hamary muhallay mai christian family rehti hai lakin sb unky sth acha paish aaty hain”
Reduction of Prejudices
This theme focuses on how our perception shifts toward members of other faiths and how religious
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practices challenge prior biases or misconceptions. It also focuses on when university students
participate in each other’s religious activities and how they change their perspectives about other
religion. Different point of view on what it means is reflected in the subthemes within this category.
Education and Awareness. This subtheme focuses on what is the impact of anti-prejudice education
and knowledge in different educational institutes and role of media campaigns in challenging
stereotypes. It also focuses on the knowledge related to anti-discrimination laws and policies. This
gives attention to either there is any influence of role models and public figures in prejudice reduction.
As M2 participant said;
“Jasy hum apny role models (mama, baba, actors) ko dosry religion ky logo ko treat karth dekhty
ha to hum sikhty ha ky hum ny bhi un ko kesy treat karna ha”
As C5 participants said;
“Agar university ma koi religious awareness seminar organize karwye jay to ya bhi
understanding or prejudice kam karny ma help kar sakhty ha”
Perspective-Taking. Perspective-taking refers to the cognitive and emotional process of
understanding and considering another person's viewpoint, experiences, and feelings. This subtheme
focuses on the impact on walking in another’s shoes. It also focuses on how the understanding of
others point of views fosters inclusivity. It shows that how informal conversations during or about
religious festivals can lead to students sharing personal stories and fostering a deeper understanding
of each other’s faith.
As M2 participant said;
“Agar hum baat cheet ky zaria sy apny or dosaron ky religious beliefs ko smajhany ki koshish kary
to ya humary andar aik dosary ko ly kar negitivity kam kar sakhta ha”
As C3 participants said;
“Agar baat karty asy ho ky dono ak dusary ki baat ko smajhny ko koshish ny kary to humy baat ko wahi
chor dana chahiay ta ky mamlaat mazeed kharab na ho”
Role of Shared Emotional Experiences
This theme examines how participating in religious or cultural events promote social and emotional
experiences that influence people's views and interactions. During these events, compassionate
responses like happiness, gratitude, and excitement commonly appear and promote the growth of
meaningful relationships. In the same way, social practices and festivals develop compassion and
kindness through allowing people to connect with each other. The sub themes under this broad
umbrella show different interpretations of what it implies.
A Sense of Unity through Celebration. The meaning of "Sense of Unity through Celebration"
represents the feeling of solidarity and belonging that emerge as individuals’ meets tom take part in
collective celebrations or festivities. The focus of this section is that interdisciplinary individuals
share their sentiments during celebrations to create a feeling of solidarity and social interactions
As C2 participant said;
“Ma ny aik religious festival attend kia tha mery bohat sy doubt clear ho gaye or mujhy laga ky ma
bhi unhi logo ka hisa hon”
As M1 participant said ;
“Mai apni christian dost ko eid pr wish krti hu or wo mjy b wish krti hai”

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Transforming Skepticism into Acceptance. Changing mistrust toward trust through attending
religious festivities is called "transforming skepticism into acceptance." The focus of this section is
on the way unbelievers can shift their views regarding alternative faiths through deeply satisfying
interactions.
As C4 participant said ;
“Jab muslims ki bari eid thi unho ny haumary ghar bhi ghoshat behja tha jis sy mujhy ya ahsass hoa ky
muslims ny humy apni khushi ky moky par yaad rakha ku ky mujhy lagata tha ky wo log bass akely
hi apna festival celebrate karty ha”
As M5 participant said;
“Mai apni christian dost ki sister ki shadi thi or os ne mjy invite kia or uskay ghar walo ne mjy boht
acha treat kiya”
Role of the University Environment
The universities play important roles to changing students’ behaviors, perceptions and attitudes with
the interactions of various background people. This point indicates that universities provide an
environment which is safe and constructive places for diverse cultural students. These are places
where rights of people can be achieved easily. The subtopics of this main theme can show various
views.
Encourage dialogue Increase polite conversations in different festivals promote more respect and
understanding in respect to motivate the conversation in various celebrations of r e l i g i o n s . This
point focus on how universities promote positive and fair communications in different religious
celebrations.
As C5 and M3 participant said;
“university ma or mery dost aksar aik dosary ky sath apny apny religious point of view share karty
ha kiu ky humy university ma sense of freedom feel hoti ha”
Student Religious Freedom. This point focus what was the impact on prejudice if give freedom is
given to our students that they can do their religious activities in universities like prayers and
meditations.
As M4 participant said;
“Humary university ky har department ka apny prayer rooms ha jaha students apny ibadat kar
sakhty ha yaha tak ky ramadan ma dora-e- Quran bhi hota ha”
As C5 participant said;
“Mjy phly semester mai teacher ne kaha tha k mai sari class ko apny religion k bary mai bataon takah
awareness aaye”

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Table 1:Table of Thematic Analysis
Themes Subthemes Muslim Participants Christian participants
Interfaith perception and stereotype Interfaith participation the role of shared
Interactions and leads to reduction in celebrations leads to
Understanding negative perception and change in perception.
role of religious stereotype.
leadership religious leaders affect a
religious leaders change your
Cultural and Learning from Cultural lot. perception.
Religious and Religious Practices Different religious Break stereotypes
Appreciation practices increase through direct
Living in diverse cultural awareness engagement Diversity
community diverse community cause better
foster social cohesion understanding of other
Reduction of Education and awareness religions
Prejudice role models can shape awareness leads to
your understanding about change in pre-existing
other religion. biases

Perspective-taking religious interactions religious festivals lead

fosters to know others to students sharing
view personal stories

Role of Shared A Sense of Unity festivals create a fostering a feeling of

Emotional Through Celebration collective sense of unity belonging within the
Experiences group
Transforming interfaith festivals lead changes occur in attitudes
Skepticism into to revise opinions after participating in
Acceptance festivals.

Role of the Encourage dialogue university create university allows us to

University supportive environment. talk freely about our
Environment religion.

Student religious prayer rooms have been university provides us

freedom provided by university freedom without any
religious restriction
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Discussion
In the thematic analysis, we examine the impact of religious festivals on prejudice reduction between
Pakistani university students. The findings of this study highlight the important role that religious
festivals play in increasing, understanding and reducing prejudice among university students. The
inference collected from participants’ reveals positive shared experiences during these events and
creates golden opportunities for impactful connections, reciprocal respect, and empathy among
individuals from different religious backgrounds. The discussion of the findings is organized around
the three main objectives of the study. As the first objective of the study is to assess the amendment
in prejudice levels between interfaith students after taking part in religious festivals of different
religions so the study found a significant decrease in prejudice levels between students who
participated in religious festivals of other religions. Many participants said that they felt unprejudiced
and less judgmental after engaging in such events. This relates with Allport’s (1954) intergroup
contact theory, which suggests that positive interconnection between groups of different people can
reduce prejudice under commendatory conditions. The second objective of the study is to find out,
how the interactions between people of different religions during these events enhance reciprocal
understanding and tolerance. The study found that communication between the peoples of different
religion at religious festivals act as an important factor in nurturing tolerance and understanding.
Different participants said that doing activities together like attending festivals, gave them a sense of
social bond and affiliation. This finding is consonant with early research which highlights the
significance of collective experiences in dismantling fence (Pettigrew & Tropp, 2006). The third aim
of the study is to comprehend how active partaking in such events shapes students’ perceptions and
attitudes toward people of different religions. Previous studies have shown that taking part in religious
activities positively affects students’ thinking towards people of different religions. Many participants
report that they are feeling more empathetic and respectful after these experiences. These findings
bolster the hypothesis that participating in cultural and religious activities fosters greater cohesion
among people of different religions and reduces the interpersonal distance between people of
different groups (Dovidio et al., 2011). Overall, the findings suggest that taking part in religious
festivals can be an effective tool for decreasing the level of prejudice and nurturing understanding
among university students. By giving opportunities for positive interlinkage among people of different
religions, these events promote a sense of universal brotherhood. Subsequent efforts, to arrange
comprehensive religious activities and celebrate in educational institutions, will play an important
role in creating more understanding and connected society.
Conclusion
This study indicates that religious events play important role in decreasing the prejudice between
university students of different religion. The students have chance to interact with their fellows of
other religions for understanding and developing respect through festival celebrations.
Misconceptions and prejudice can be decreased and harmony can be enhanced through religious
festivals. The results of the study advocate that the concept to celebrate religious festivals creates an
environment in which friendships and constructive bonds are created and people can accept the views
of other religion communities. By celebrating the festival jointly, there develops and increases the
unity between the people of different religious background. It also can bring people close to each
other for better human relationships.

Implications for Theory and Practice

The results of our themes in this research work gave us significant implications for the better
understanding of theoretical work and practically how to address prejudice between interreligious
students of universities (Alport, 1954). This research work also supports and explains intergroup
communication theory (Harwood et al., 2005). This study explains communication between people

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of different religious backgrounds can decrease the stereotypes and prejudice to fulfil the conditions
like non-discriminations, justice, unity and coherence. According to theories of bias reduction
religious festivals give us an opportunity to build empathy, decrease misconceptions, and increase
interreligious understanding by empowering shared experiences in emotionally and culturally diverse
environments. This research work suggests that theory of prejudice reduction also examines the role
of culture and religion in shaping intergroup dynamics was composed. The study emphasizes how it
is important to organize and support religious festivals in order to increase social cohesion in different
students’ communities in universities. To make sure that they optimize chances for meaningful
communication and collaboration between different faiths of students, universities also create such
concerns in diverse and include policies (Chen, 2020). This study can be used by researchers and
theorists in community and educational settings to emphasize the significance of cultural and religious
adjustments (Davis & Patel, 2021).

Limitations and suggestions

As just a single university student participated in this study, it's likely that results are unable to be
replicated for students of various educational institutions. As this study focused thoroughly on two
groups Muslims and Christians, it's probable that its findings cannot be predicted to different
religions. Personal bias can influence the collected data because the research relies on qualitative
approaches like interviewing. Social demands, private events, or individual views might have an
influence on students' evaluations of how well religious celebrations contribute to reducing
skepticism. The research's replication was further less effective because of the removal of the
remaining participants from campus, particularly instructors and learners older than twenty-five years
age. This research work recommends that future studies could involve more different samples of
students from different institutions, towns, and ethnic backgrounds to authenticate the universality in
findings. A hybrid technique can be used by combining qualitative with quantitative research such
as surveys; they provide a more comprehensive knowledge of how religious observance affects
stereotypes and prejudice reduction. This study also acknowledges that future researchers may
incorporate different religions when they conduct research.

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Dovidio, J. F., Eller, A., & Hewstone, M. (2011). Improving intergroup relations through direct,
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