On 20 October at 16:15 Aleksandra Sooniste will defend her doctoral thesis "Religious Literacy of Estonian Basic School Graduates" for obtaining the degree of Doctor of Philosophy (in Religious Studies).
Supervisor:
Associate Professor Olga Schihalejev, University of Tartu
Opponent:
Associate Professor Martha Shaw, London South Bank University (United Kingdom)
Summary
Religious literacy refers to the ability to understand the role of religion in society, to engage meaningfully and respectfully with diverse religious and non-religious worldviews, and to navigate situations where religion or beliefs play a significant role. Internationally, it is regarded as a key competence for living in democratic and diverse societies. This doctoral thesis explores whether and how Estonian school education supports the development of this competence.
The first part of the study analyzes the national curricula for basic and upper secondary education in Estonia. While religion-related competences appear across several subjects, they are fragmented and mostly implicit. Religion is predominantly presented as a distant historical or cultural phenomenon, rather than a dynamic and relevant part of contemporary society. Particularly underrepresented are the development of attitudes and skills needed to cope with diversity.
The second part presents the results of a nationwide survey of 392 basic school graduates. The findings reveal that students’ knowledge of religions is inconsistent and often limited. They tend to favor secular interpretations and feel uncertain when addressing religious topics. However, their willingness to engage increases when religious issues are presented through visual art, pop culture, or personal stories.
Students showed the most openness toward Christianity, while unfamiliar religions such as Islam and Judaism evoked more uncertainty and prejudice. Social skills were more evident in explaining other cultures than in articulating their own traditions—indicating gaps in self-reflection and identity awareness.
The study concludes that religious literacy is underrepresented in Estonian schools but can be meaningfully developed through cross-curricular, student-relevant approaches. This requires improved teacher training, updated learning materials, and pedagogies that support critical and personal engagement. Religious literacy should be seen not as religious instruction, but as a civic competence essential for fostering a conscious and inclusive society.
