Paper short abstract:

This paper analyses how digital learning platforms for RE in Denmark represents and didactical approach religion(s). It discusses the different treatment of Christianity vs. other religions, the lack of study-of-religions knowledge and skills, and the use of ready-to-use digital material in RE.

Paper long abstract:

This paper presents results from research projects on the design and use of digital learning material in religoius education (RE). Digital learning platforms, designed as ‘ready-to-use’ by the pupils, have to some extend replaced the traditional paper textbooks in Danish schools. Several factors have led to this development. Digital learning materials are typically bought on municipality level (supported by the state), limiting the freedom of choice of teachers. The development and use of digital ‘ready-to-use’ material are also a consequence of a 2013-reform, which heavily reduced the preparation time of teachers. Using a study-of-religions perspective, this paper critically analyses how digital learning platforms for RE in Danish elementary school represents and didactical approach religion(s). This includes analyses on what kind of general-, content- and conceptual knowledge and skills the pupils are supposed to learn about religion(s) and how to study religion(s) according to the digital ressources, pupil’s tasks/activities, evaluation and user guides (if any). The paper discusses implications of the different treatment of Christianity vs. other religions, the low priority of study-of-religions conceptual knowledge and analytical-critical skills, the ‘ready-to-use’ design and the lack of teachers’ guides supporting the teachers with background knowledge and subject-related didactical reflections. These aspects, together with the abovementioned factors, bring (new) challenges for RE-teachers and teaching. Also enhanced by the fact, that half of the RE-teachers in the elementary school do not have formal competences to teach the subject. Many RE-teachers, thus, do not have the time, knowledge or support for making informed choices about how to use the digital learning material in RE.