Christian Pedagogy amid Global Challenges: Engaging Social and Ecological Diversity

Abstract

This research presents a Systematic Literature Review (SLR) to explore recent trends in Christian pedagogy and identify gaps in the existing literature. Based on the analysis of selected articles, the findings reveal the dominance of critical theories such as Critical Race Theory, postcolonialism, and decolonialism, which focus on structural and power analysis in Christian pedagogical practices. The study also highlights a geographical polarization, with a predominance of works from the Global North and limited contributions from the Global South. Key thematic pillars emerging from the literature include relational-spiritual pedagogy, social justice-anti-racist pedagogy, ecology/embeddedness pedagogy, and material-sensory practices. Most of the methodologies used in the studies are qualitative, primarily through literature reviews and content analysis, with limited use of quantitative or experimental methods. This research proposes the integration of critical theory with constructivist and ecological approaches, as well as the application of mixed-methods and longitudinal studies to assess the long-term impact of faith-based pedagogy. It also emphasizes the need for increased cross-regional collaboration to reduce geographical bias and enhance contributions from the Global South. Consequently, this study aims to develop a more inclusive, relevant, and evidence-based Christian pedagogy and provide guidance for church education policies that are responsive to social, cultural, and ecological challenges.