The components of teachers' religious literacy: a systematic review based on Wright's model

The religious literacy of teachers is one of the important indicators in the religious education of learners, therefore the purpose of the present study is to investigate the components of religious literacy of teachers.

The approach of the current research is qualitative and its method is a systematic review based on the model of Wright et al. (2007). The research community consists of 143 articles about the components of teachers' religious literacy that were presented in reputable scientific journals between 2011 and 2022. The research sample includes 30 articles that were purposefully collected and selected based on thematic data monitoring. The research data were collected from the qualitative analysis of the studied documents.

Based on data analysis, the components of teachers' religious literacy were classified into 4 axes and 56 factors. These axes include the cognitive-knowledge axis in religious education (including the specialized and professional factors of teachers in the field of religion and religious literacy), the emotional-attitudinal axis in religious education (including attitudinal factors in the field of religion and religious education), the procedural axis E- There is a strategy in religious education (including the teacher's procedural factors in the religious education of learners) and a communicative and interactive dimension in religious education (including the teacher's communication factors in the field of religion and his interactions in the field of religious issues).

According to the findings, it can be concluded that the religious literacy of teachers in the religious education of learners is dependent on various factors such as emotional and attitudinal, procedural, communicative and interactive dimensions in addition to cognitive and specialized indicators.