Religious Education in Transit - Teachers’ Experience of Digital Transition in Teaching Religion and Worldviews: An Interpretative Phenomenological Approach

Abstract

This article investigates RE teachers’ experiences using digital educational resources, focusing on how this use influences their didactical discernment and understanding of their roles. Using an interpretative phenomenological approach, the study uncovers the complexities of integrating digital resources into educational practice, particularly in the context of RE. It reveals varying adaptive mindsets regarding the utilisation of these resources. The TPACK framework is employed to illustrate the complex interplay between technological, pedagogical, and content knowledge, underscoring the importance of ongoing professional development. Additionally, the Norwegian research-based knowledge summary led by Elaine Munthe and Ola Erstad highlights the challenges of conceptualising digitalisation. The findings indicate that while digital resources provide new opportunities, they also introduce challenges teachers must navigate carefully as they transform their didactical approaches and discernments.