Reconstructing Jesus’ pedagogy: an inclusive theological learning model in the era of pluralism

The phenomenon of religious, cultural, and increasingly complex religious, cultural, and life views challenges theological education to move beyond a doctrinal approach that is transmissive towards an inclusive, dialogical, and contextual learning model. However, various studies show that theological education still tends to be oriented towards cognitive aspects and has not fully integrated relational, affective, and transformative dimensions. Therefore, this article aims to reconstruct Jesus’s pedagogy as a conceptual framework for developing inclusive theological learning in a pluralistic society. This study uses a qualitative approach based on a conceptual-analytical literature study with thematic content analysis of scientific publications (2021–2026). The results of the study show that Jesus’ pedagogy is multidimensional, encompassing relational-inclusive, dialogical-participatory, and contextual-transformative principles. This pedagogy places love at the basis of relationships and encourages the development of ethical awareness across diversity. Theoretically, this research offers a conceptual synthesis that positions Jesus’ pedagogy as an integrative paradigm, enriching contemporary theological education. Thus, Jesus’ pedagogy is relevant as the basis for developing inclusive, reflective, and contextual learning in responding to the dynamics of a plural society.