Dalarna University's logo and link to the university's website

This study aims to examine and analyse upper secondary teachers’ perspectives on how they interpret and include secular beliefs in contrast to religious beliefs in their Religious Education lessons within a Swedish context. A qualitative, semi-structured interview method was employed to address the following research questions: What content do teachers choose to include regarding secular beliefs? What pedagogical benefits and challenges do teachers experience when teaching about secular belief? Six upper secondary school teachers participated in this study. The study draws on the theoretical frameworks of Religious Literacy, sociocultural Learning Theory, Intercultural Perspective, Curriculum Theory, and Secularisation Theory. The results suggest that teachers make varying choices and hold different views on how to approach secular beliefs in their RE teaching. Teachers report facing challenges such as limited lesson time, insufficient knowledge, and students’ difficulties in engaging with complex and abstract subject matter. However, they also highlight significant opportunities within RE, including the flexibility of the curriculum, the potential for meaningful discussions, and the ability to design lessons that connect with students’ interests and everyday experiences. These approaches can help bridge the gap between students, society, and diverse worldviews, fostering understanding and reducing prejudice. This study emphasises the importance of providing teachers with adequate support, resources, and training to ensure that secular beliefs are given appropriate attention in RE, contributing to a more inclusive and reflective learning environment.