AI i religionskunskapen : Religionslärares attityd till AI

Sammanfattning

This study employs a qualitative methodology based on semi-structured interviews with five upper secondary school religious education teachers in the eastern region of Östergötland, Sweden. The aim is to explore how these teachers perceive and utilize artificial intelligence (AI) in the teaching of religious education, as well as to examine the opportunities and challenges they associate with AI from a subject didactics perspective. The study is framed using Christina Osbeck’s didactic theory of religious education. The results indicate that teachers see significant potential in AI tools to support students, particularly those with learning difficulties, by providing accessible content and fostering individualized learning. However, the findings also highlight widespread concerns regarding academic dishonesty and the risk of students misusing AI tools to cheat. In response, several teachers have changed their assessment strategies, especially concerning written exams. A common theme across the interviews is the expressed need for more structured and comprehensive training in AI, both for teachers and students, to ensure its responsible and pedagogically meaningful integration into classroom practice. The study concludes that while AI holds promise for enhancing religious education, its use must be accompanied by ethical reflection, professional development, and didactic adaptation to safeguard academic integrity and support meaningful learning.