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

The purpose of this study is to examine whether gender patterns are present in the teaching materials found on NE’s online learning platform for religious education in grades 7–9. To fulfil this aim, a combination of quantitative and qualitative content analysis was used, supported by a gender-theoretical framework grounded in theories, perspectives, and concepts described by several gender researchers, including Yvonne Hirdman, Jeanette Sky, and Eva Magnusson. The first research question is addressed through a quantitative content analysis of the occurrence of female and male pronouns and proper nouns, aiming to identify potential under-or overrepresentation of gender. The remaining two questions are addressed through qualitative content analysis, which examines how men and women are associated with different arenas and gender roles, thus makes gender differences and gender stereotypes visible. The results show that men are represented more frequently than women and are more often associated with various arenas and roles, indicating that the material is characterised by androcentrism. Additionally, traditional interpretive traditions appear more frequently than feminist and liberal interpretive traditions, which contributes to the maintenance of traditional gender stereotypes, gender roles, and gender differences. The conclusion is that if alternative interpretive traditions, such as feminist and liberal ones, were given greater space in religious education, it could reduce male dominance and thereby help decrease the occurrence of gendered patterns.