This volume examines critically the acquisition of religious knowledge and skills, arguing that religious literacy-like other foundational competencies-should be developed within public education. Despite its importance, this subject has been largely overlooked in educational research and policy. Bringing together 18 contributions from leading scholars, this book explores theoretical frameworks and conceptual models for teaching religious literacy in diverse classroom settings. The chapters analyze how religious knowledge is acquired, the role of education in fostering informed engagement with religion, and the implications for curriculum design and policy. Addressing both conceptual and practical dimensions, the volume highlights the complexities of teaching and learning about religion in secular education systems. This book is an essential resource for scholars of religious studies and theology, education researchers, policymakers, and educators seeking to understand the evolving role of religious literacy in contemporary public education.

Part I Introduction to Learning, Religion, Literacy: Theories and Concepts for Twenty-First Century Public Education. Chapter 1. Introduction: Religion, Learning, Literacy and Twenty-First-Century Education.- Chapter 2. Learning and Religion: The Conceptual Realm of ‘Change’.- Part II Investigating Foundational Topics.- Chapter 3. Religious Education Beyond Learning.- Chapter 4. On Understanding ‘Understanding’ in Religious Education.- Chapter 5. Dimensions of Learning and Empowerment in Religious Education.- Chapter 6. "Learning How" to Explore Religion and Worldviews.- Chapter 7. Worldviews Education and Worldview Literacy for Social Change.- Chapter 8. Deep Learning and the Study of Religion and Worldviews in Schools.- Part III Learning Language and Concepts.- Chapter 9. Language Awareness in Religious Education.- Chapter 10. Learning and "Bilingual" Pedagogy of Religious Education.- Chapter 11. Developing the Epistemic Literacy of Learners in Religious Education.- Chapter 12. Critical Disciplinary Literacy and Positioning in Religious Education.- Chapter 13. Learning Disciplinary Concepts for ‘Knowing’ in Religious Literacy.- Chapter 14. Variation Theory of Learning and Structures of Awareness in Religious Education.- Part IV Relating Personal Processes with Broader Contexts.- Chapter 15. Learning Religion as a Sociocultural Practice.- Chpater 16. Sociocultural and Sociomaterial Perspectives on Learning of Religion.- Chapter 17. Position Taking in Learning from Religions and Worldviews.- Chapter 18. Examining the Potential of Narrative Learning in Cultural Literacy and Worldview Education.- Chapter 19. Existential Configurations as a Conceptual Tool in Learning About Religion.- Chapter 20. Developing Existential Resilience in the Lives of Young Children.- Part V Discussion.- Chapter 21.Inferences Regarding ‘Change’: Religion, Learning and Literacy.- Chapter 22. Closing ‘Religion’, ‘Learning’ and ‘Literacy’: The End, Yet the Beginning.