One of the majorly neglected fields in interfaith dialogue is interfaith pedagogy that enables the educators to develop pedagogical skills to cater to the needs of blended and mixed faith classrooms, if that's done correctly, beyond the textual study it can instigate hands-on dialectical relational (religious/non-religious) skills among youth fostering constructive critical approach while navigating in multifaith society. This paper extracts its inspiration as well as methodical study from the personal experience of the author who's a lecturer of Islamic Studies and Interfaith Dialogue at a Christian university in Pakistan. Research will be aimed at nuanced challenges of interfaith pedagogy, curriculum challenges, behavioral and theological inhibitions while aiming to devise strategies of blended teaching methodology, dialogic pedagogy, immersive and experiential learning, efficient curriculum design for blended classrooms, intercultural sensitivity and faith-based literacy as panacea. This study would also evaluate how classrooms can be turned into spaces for open and interactive dialogue, encouraging dialogue of life and dialogue in action. Detailing on constructivist learning the paper explores active role of students in constructing their knowledge through experiential and reflective activities, enabling non-Muslim students to relate the rudimentary teachings of Islam to their contexts and experiences with retrospective comprehension of their challenges. The discussion will include the effectiveness of problem-based learning (PBL) in helping students critically evaluate and solve real-world scenarios by applying principles from their faiths and the lives of Abrahamic prophets. Collaborative learning strategies, such as group projects and peer-to-peer teaching to promote an inclusive symbiotic environment would also be addressed briefly as effective educational tools.