Teachers’ Strategies for Integrating Religious Values into Character Education in Multicultural Classrooms: Evidence from a Qualitative Study

Abstract

Religious education and character development have long been integral to educational frameworks, yet little is known about how teachers experience the integration of religious values in diverse classrooms. Existing studies predominantly focus on curriculum models or student outcomes, leaving limited attention to teachers’ lived experiences as frontline implementers of religious value integration in multicultural settings. This study focuses on the lived experiences of educators in multicultural schools, specifically examining how they integrate religious values into character education. Despite its importance, the subjective experiences of teachers in this context remain underexplored. We address this gap by applying a phenomenological approach to explore the personal and professional challenges teachers face in integrating religious teachings. The study involved in-depth, semi-structured interviews with 10 teachers from various religious backgrounds. Data were analyzed using thematic analysis to uncover key themes related to teachers' experiences. The findings reveal that while teachers perceive religious value integration as crucial, they face challenges in balancing personal beliefs with students' diverse religious identities. Teachers also highlight the need for more support in managing religious diversity within educational settings. These insights contribute to a deeper understanding of the complexities of religious education in multicultural contexts. The findings suggest that teacher training programs should address both the practical and emotional aspects of religious value integration. This study opens new avenues for further research into the impact of religious education on students and the evolving role of teachers in multicultural classrooms.