This study explores how Jeong’s ethics—rooted in sustained emotional presence and relational attunement—can inform empathetic dialogue as embodied pedagogy in the digital age. In response to the reactive moral climate of cancel culture, the article examines storytelling, imagination, and safe space practices as ethical interventions. Drawing from affect theory, moral psychology, and Korean emotional–relational ethics, it argues that Jeong enables a shift from punitive judgment toward ethical patience and relational restoration, offering educators tools to cultivate emotional reflexivity and moral complexity in classrooms and beyond.

This study analyzes the Turkish General Directorate of Religious Education’s (DOGM) use of new media for religious education. Focusing on its Media and Digital Content Unit, it examines the creation of digital platforms, videos, and interactive materials to boost engagement and media literacy. An initial review of YouTube and Instagram metrics reveals user preference for sincere, humorous, and philosophical content. This research affirms social media’s viability as a strategic medium for contemporary religious education. While demonstrating institutional adaptation to the digital age, the study notes that the full impact and efficacy of these initiatives require future evaluation.

Scholarship on Religious Education (RE) has called for knowledge transfer to address the marginalization of the subject. This article builds on this discussion by exploring the situation for RE in Scotland based on new insights from a collaborative project that adopted an action research approach. The article makes three main contributions. First, the data examined includes perspectives from members of the ‘RE community’ in Scotland, enabling it to offer an updated account of the national picture. Second, it explicitly connects Scottish developments to international trends. Finally, it highlights solution-focused insights into the common challenge of the marginalization of RE in Scotland and, potentially, beyond.

Contemporary research exploring the effects of pretend play suggests many interrelated benefits for children (greater creativity and openness, social-emotional processing, symbolic literacy, willingness to challenge cultural norms, etc.). This paper explores these works in light of children’s religious education, primarily from the perspective of U.S mainline Christian settings, and considers how imaginative, child-centered pretend play might be utilized so as to incorporate these myriad benefits.

This study explores how Orthodox Jewish-Israeli mothers use music as a tool for informal religious education in the home, navigating the challenges of the digital age. Through interviews with 27 mothers, our research reveals their strategies for curating soundscapes, managing age-appropriate content, and negotiating shared listening spaces. These practices reflect broader patterns in religious education, where music is used to reinforce values, shape cultural engagement, and foster intergenerational dialogue. The study highlights the evolving role of parents in maintaining religious identity amidst the digital abundance of contemporary media, emphasizing the intersection of music, values, and everyday religious life.

The Orthodox Church of Finland operates in an established minority setting in northeastern Europe. This article studies people in conversion processes and produces knowledge of significant factors in creating belonging to a religious community. Survey responses of people who had participated in a parish’s catechumen courses were subjected to data-driven content analysis. Five factors were detected: parish activities, liturgical life, contact with people in the community, the overall experience of community, and one’s own activeness. The results show a gap between the social aspect and the sense of community in the conversion studies.

Sense of belonging is important in higher education. Unfortunately, sense of belonging is not evenly experienced by all college students. Using a theoretical framework based on the Culturally Engaging Campus Environment model, we examine the influence of social class and discussions of religion/spirituality (in class, with faculty, and with peers) on students’ sense of belonging at a religious university in the U.S. South. Regression analyses in a survey of seniors reveal that lower- and working-class students feel less belonging at the university, but occasional discussions with faculty on the meaning and the purpose of life enhance belonging for these students.