Christian education in urban, multicultural contexts faces the dual challenge of affirming faith identity while engaging constructively with religious and cultural diversity. This study examines Christian Religious Education (CRE) in Batam, Indonesia, as a form of public theology that integrates theological reflection, pedagogy, and social engagement. Batam’s rapid urbanization, economic growth, and population diversity create a unique context in which Christian educators must navigate interfaith encounters, cultural pluralism, and the ethical complexities of urban life. Employing a qualitative descriptive approach, the research collected data through semi-structured interviews with eight CRE teachers and four school administrators, classroom observations, and document analysis across three Christian schools in Batam. The study focused on how theological foundations shape pedagogical strategies, influence faith formation, and foster intercultural competence among students. Data were analyzed thematically to identify patterns related to doctrinal grounding, contextual pedagogy, and engagement with diversity. Findings reveal that CRE in Batam is grounded in Scripture, centered on Christ, and guided by the Holy Spirit, providing students with resilient faith identities while promoting respect and dialogue with peers from other faith traditions. Educators employ dialogical and experiential pedagogies, integrating urban theology and local cultural expressions to connect faith with lived realities. Students develop critical reflection, ethical reasoning, and intercultural competence, enabling them to embody Christ-like love, justice, and hospitality. The study concludes that Christian education in Batam exemplifies transformative public theology: it affirms the Gospel’s distinctiveness while fostering social engagement, reconciliation, and cultural sensitivity. The findings offer practical insights for Christian educators in pluralistic urban settings worldwide.