Rethinking Religious Instruction: An Analysis of Backward Design Strategies for Generation Z Learners

Abstract

This study analyses the use of Backward Design Method in religious education teaching. Inspired by Grant Wiggins and Jay McTighe’s Understanding by Design and L. Dee Fink’s Creating Significant Learning Experiences, Backward design urges educators to rethink teaching and learning. The research aims to find patterns and specific methods of the teachers’ application of differentiating Backward Design approach for religious teaching. This study aims to offer deep insights into educators using Backward Design in the context of religious education. The analysis of the collected data is concerned with the effectiveness of using the Backward Design Method to meet religious education’s specific learning goals, generation z students' involvement, and promotion of critical thinking. The anticipated outcomes include an understanding of how Backward Design is applied in religious education, the challenges faced by educators, and the perceived impact on student learning outcomes. Findings will contribute to the ongoing discourse on pedagogical practices in religious education specially for generation z learners and offer practical insights for educators seeking to enhance their instructional strategies.