Attitudes towards the study of religion in school: a study by Center Amalipe

Educators who participated in the Amalipe Center’s online survey “Attitudes towards the study of religion in school” are moderately positive towards the possibility of studying topics related to religions in some form, but are strongly opposed to this taking the form of religious education (i.e. as a confessional program). The overwhelming view is that religion in school should be studied in a cultural-historical and pluralistic-dialogical way, discussing the richness and complementarity of different religions. There is little support for the idea of compulsory education in religion, with a strong preponderance of views on the possibility of doing this as interest and elective classes, as well as the inclusion of topics in the subjects of literature, history, music, the philosophy cycle and civic education.

This is according to the data of an online survey conducted on 22 and 23 April 2025 among the schools of the Amalipe Centre Network. It involved 136 respondents. This is more than half of the schools participating in the “Every student will be a winner” Network.

Asked directly if religion should be taught in school, only 8% answered “absolutely yes, schools should form religious citizens”. At the opposite pole are 15.4% who are strongly opposed and believe that “education should remain secular, and religion should be learned in a family environment or in Sunday schools.” Significantly more moderate views on the issue, with nearly 45% being more in favor because they believe that “students should learn about the major religions,” and ¼ of those who responded being more opposed because students can learn about religions without it being a specific focus of instruction.

Regarding approaches to the study of religions, it is striking that only 2.9% support the confessional approach or the introduction of religious studies in classrooms. Significantly more, 27.9%, support studying religion from a cultural and historical perspective. The pluralistic-dialogical approach requiring the presentation and discussion of the similarities and differences between different religions garnered the most support at 33.8%.

When asked about the specific forms in which religion could be studied in school, educators preferred elective classes/interest classes (36.8%), followed by topics covered in philosophy classes, civics (29.4%), literature, history, music, etc. (27.9%). Nearly 15% believe that religion definitely has no place in school. “Compulsory subject” gets the support of nearly 17%. I.e., here again the desire of principals and teachers to use the existing possibilities of the educational system rather than to rely on a new compulsory subject is evident.

The survey also raised questions related to the current discussion on the introduction of a new compulsory subject “Values and Religions”. Just over half of the respondents were against the introduction of such a subject, with 13.2% strongly opposed and 37.5% believing that the place of such a subject was in elective classes and interest classes. Over 18% strongly support a new compulsory subject and 22% are rather FOR it, but under a different name.

Educators expect tensions over the introduction of a compulsory Values and Religions subject. Close to 37% foresee such as the curriculum is very busy and any new compulsory subject will burden students. Over 27% believe that some parents will be against its study. Almost one in five of the respondents fear tensions between representatives of different religions. Only 7.4% do not expect tensions.

In view of the fact that the majority of Bulgarian schools educate students from different ethnic groups, we raised the question of whether the new subject would increase inter-ethnic tensions. This is the expectation of one in four of the respondents. This should not be underestimated, as the preservation of inter-ethnic peace is one of the merits of the Bulgarian transition to democracy, the sustainability of which should be constantly preserved.
The “Attitudes to the Study of Religion in Schools” survey was conducted over several days to also give the views of schools that educate pupils from different ethnic backgrounds (although not entirely with minority children; nearly 40% of the schools that took part in the survey were of mixed ethnic composition) due to the lack of any real debate in which these schools could express their position. It is likely that the responses of head teachers and teachers from these schools are very similar to their counterparts teaching only majority pupils. The haste with which the introduction of a compulsory subject on Values and Religions is proceeding has not been accompanied by detailed representative surveys of the attitudes of educators, parents and pupils. This fact in itself is worrying and those initiating the changes should conduct thorough discussions and research before proceeding with this major change.
The survey clearly outlines a clear majority of educators who believe that the current education system provides sufficient and credible forms for the presentation, study, and discussion of the richness of religions and the values they inculcate-through elective classes, interest-based activities, and required courses. The latter does not mean that current forms are sufficiently meaningful and inclusive. But the idea of introducing a new compulsory subject does not meet with broad support, and the possibility of making the curriculum confessional (a type of religious education) – meets with strong disapproval.
Equally important is the expectation of many that this subject will lead to tensions, including inter-ethnic and inter-religious ones. Clearly, those proposing the new subject need to find appropriate ways to respond to these challenges and meaningfully engage teachers, principals, students and parents in conversations.