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Students’ (N = 353) in the senior secondary school rated the significance of Topics, Pedagogies and Outcomes for Religious Education (RE) courses: two with an academic focus, combined and named Other RE; and one, an innovative curriculum, using a reconceptualist approach, named Religion Meaning and Life (RML). The topics of Ethics and Other World Religions were preferenced by all RE students independent of the course studied. However, students studying RML held significant and more positive perceptions for topics of Jesus and Other World Religions. All students affirmed pedagogies based on dialogue about life’s real world problems, which for the RML students was significantly more positive and fundamental to their course. Course outcomes for RML students were also significantly more positive in terms of: Listening to others; Dialoguing; Making connections; Understanding myself; and contributing to the community. While both academic and innovative approaches had different purposes, and both were valued, the reconceptualist approach within the innovative program achieved significantly better outcomes for students and aligned with the Educational Sustainable Development (ESD) goals for learning more generally. Implications centred on the potential inclusion of RML course characteristics for enhancing learning outcomes in Other RE courses and highlighted the significance of aligning of ESDs across the curriculum.

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What Matters to Senior Secondary Students in RE: An Australian Case Study That Compares an Innovative Curriculum with Traditional Approaches

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  • 出版模式：

    开放获取

  • 发表日期：

    2025年

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  • William Sultmann,
  • Janeen Lamb,
  • Peter Ivers,
  • Mark Craig

摘要

Students’ (N = 353) in the senior secondary school rated the significance of Topics, Pedagogies and Outcomes for Religious Education (RE) courses: two with an academic focus, combined and named Other RE; and one, an innovative curriculum, using a reconceptualist approach, named Religion Meaning and Life (RML). The topics of Ethics and Other World Religions were preferenced by all RE students independent of the course studied. However, students studying RML held significant and more positive perceptions for topics of Jesus and Other World Religions. All students affirmed pedagogies based on dialogue about life’s real world problems, which for the RML students was significantly more positive and fundamental to their course. Course outcomes for RML students were also significantly more positive in terms of: Listening to others; Dialoguing; Making connections; Understanding myself; and contributing to the community. While both academic and innovative approaches had different purposes, and both were valued, the reconceptualist approach within the innovative program achieved significantly better outcomes for students and aligned with the Educational Sustainable Development (ESD) goals for learning more generally. Implications centred on the potential inclusion of RML course characteristics for enhancing learning outcomes in Other RE courses and highlighted the significance of aligning of ESDs across the curriculum.