Perceptions of third-year Religious Education student-teachers on educational trips to sacred places: A case of Serowe College of Education.

Abstract This study explores the perceptions of third-year Religious Education (RE) student-teachers regarding educational trips to sacred sites associated with African traditional religion (ATR). Employing a qualitative research methodology, the study involved individual interviews and a focus group discussion with six student-teachers in one college of education in Botswana, capturing their lived experiences and reflections on visiting these culturally and spiritually significant locations. The findings revealed that while experiential learning offers profound educational benefits by enhancing understanding and appreciations of diverse religious traditions, such visits raise complex ethical and spiritual unique challenges. ATR sacred sites, often regarded as the abodes of ancestral spirits, and are typically closed to nonbelievers, requiring careful navigation of spiritual boundaries. The results revealed that the secrecy and perceived links to witchcraft in ATR practices created significant discomfort among students. This hindered open, inclusive, and pedagogically diverse engagement in RE teacher education aimed at fostering religious literacy and interfaith tolerance. The study highlights the need for RE instruction to adopt inclusive and flexible approaches that respect diverse belief systems. Student-teachers advocated for voluntarism, suggesting that those who feel insecure or conflicted about visiting sacred sites should be allowed to opt for multimedia resources that simulate the experiential dimension of learning. This approach not only maintains the integrity of experiential pedagogy but also ensures respect for students’ spiritual boundaries. The study underscores the importance of culturally sensitive, pluralistic, and adaptive strategies in RE teacher education to foster religious literacy, critical engagement, and interfaith tolerance.