Measuring the instrumental aspects of religious literacy of Estonian Basic School graduates

Abstract

This paper presents findings from a 2022 survey that assessed the religious literacy of Estonian basic school graduates. The goal was to explore their attitudes toward various religious phenomena and their ability to navigate situations related to religious matters. The study involved 392 participants from large urban and small rural schools across Estonia. To conduct the survey, an original instrument was developed, taking into account the Estonian religious landscape, the National Curriculum for Basic Schools, the educational model of religious literacy by Matthew Francis and Adam Dinham, the characterization of religious literacy by Diane Moore, Francis, and Dinham, and Robert Jackson’s definition of religious competence. The results highlight the state of religious literacy in Estonia, one of the world’s least religious countries, with minimal public education on religions and worldviews. The survey indicates that part of Estonian basic school graduates lack the competencies to operate in situations requiring religious literacy.