The phenomenon of migration that typifies a globalized world has created a society characterized by cultural and religious diversity (Álvarez, González and Fernández, 2012; Del Espino-Díaz, 2017). This has led to different types of conflict (Portera and Grant, 2017; Porto, 2018). States cannot disregard the current situation, and so intercultural strategies that encourage interreligious dialogue aimed at building a culture of peace must be part of educational curricula.
The starting point for this study is the fact that the cultural and religious diversity in our society that is typical of a globalized world means that it is necessary to acquire a series of civic skills to help develop a culture of peace (Santos Rego, 2017). A culture of peace is understood as a culture in which individuals, groups, and nations have cooperative and productive relationships with each other and where the conflicts that inevitably arise are handled constructively (Alzate, 2013).
On the other hand, from the prism of inclusive education, the school must be based on solid values rooted in the community that is reflected in the actions of the same, values such as equity, participation, community, kindness, respect for diversity, honesty, tolerance, joy, sustainability and freedom (Smith and Paracka, 2018).
This type of values became precisely the object of study of the research that is reported in the paper, directed to predict their acquisition from different personal variables and a curricular one (choice of the subject of religion vs. the subject of civic education). Regression analysis included mediation and moderation. Additionally, a series of pedagogical guidelines was stipulated, although it is not a proposal consisting in an operational curricular concretion, but what is intended to show is a frame of reference that can be valid in the teaching field to develop classroom programming in the transversal context of training in youth values, and directed towards an inclusive education.