What should characterize learning about religion in twenty-first-century public education? How does this relate to religious literacy? What is the relationship between religion and learning—or becoming educated? This book is an edited volume focusing on the acquisition of knowledge and skills related to religion and religious literacy in public education today. It aims to offer theoretical and conceptual insights on how to understand learning and education concerning religion in the schools of today. The title of the volume, Religion, Learning, Literacy: Theories and Concepts for Twenty-First Century Public Education, reflects the goal of this work to address the core questions raised by the significant shift witnessed over the past decades in how learning in public education is perceived. ‘Twenty-first-century skills’, ‘transferable skills’, ‘generic skills’ and ‘workplace skills’ are but a few of the concepts used to refer to different understandings regarding what kinds of skills public education, from early childhood education to higher education, should equip citizens with (OECD, 2005, 2018; Wang et al., 2018; Ubani, 2021). These resilient core skills are intended to be used to navigate successfully in increasingly plural and dynamic information and digital societies where knowledge is quickly outdated but the core skills are not (Griffin & Care, 2015; Binkley et al., 2012; Viinikka, 2021; Ubani 2021). Consequently, today terms such as ‘powerful learning’, ‘skill acquisition’, ‘becoming literate’ and ‘becoming competent’ are integral in describing learning in educational policies and the education curricula of many countries.