Abstract:
There is growing interest among countries to update their curricula to respond to contemporary
challenges. Among several challenges that threaten the world, social injustice and oppression
are some of the key issues. To address these social issues, many countries are updating their
curricula with the aim of integrating social justice content into subject curricula, including
Religious Studies. Several studies have attempted to investigate the role of Religious Studies
in promoting social justice. However, very little research has directly investigated this issue in
Lesotho. Therefore, the current study employed a qualitative case study method to investigate
the role of Religious Studies in cultivating social justice competences, focusing on three
schools in Lesotho’s context. Participants in the study were Religious Studies teachers from
three church-owned secondary schools in Leribe district. Their selection relied on purposive
sampling, as they possess rich information on the topic. Furthermore, qualitative data collection
tools, including non-participatory observations and semi-structured interviews, were employed
to collect useful data. To analyse the data from these tools, thematic analysis was used. The
findings revealed that Religious Studies significantly contribute to creating an environment
that fosters social justice, fairness, equity, cooperation, and inclusivity. Moreover, the teaching
methods employed in religious studies play a crucial role in developing social justice
competences. However, the study also highlighted challenges such as limited school resources
and inconsistent learner engagement by some teachers. Based on these findings, it is
recommended that teacher-training programmes be enhanced to equip teachers with the
necessary skills and knowledge to effectively integrate social justice themes into their teaching
practices. Additionally, a systematic and equitable distribution mechanism for educational
resources should be implemented to ensure all schools have access to the necessary materials
for promoting social justice competences. By addressing these challenges and implementing
the recommended strategies, stakeholders can work together to create a more equitable and
inclusive learning environment where learners are empowered to challenge injustice and
advocate for positive social change.
