Artificial Intelligence in Christian Religious Education: A Scoping Review

This article maps research on artificial intelligence (AI) in Christian Religious Education (CRE) during the first phase of rapid development following the widespread adoption of generative AI. A scoping review was conducted in Scopus, Web of Science, the Open Digital Theological Library, and IxTheo, supplemented by Google Scholar. Included were full-text English-language publications from 1 January 2023 to 31 March 2026 that addressed AI in Christian educational, catechetical, theological–educational, or formative contexts. The final corpus comprised 23 publications. Data were charted by publication type, geographical and educational context, main topic, and key claims or findings. The results show that the field is recent, methodologically heterogeneous, and not yet well consolidated, but that the emerging debate is organised around four inter-related strands: didactic potential and personalisation, ethical–technical limitations, anthropological–theological reflection, and systemic, institutional, and cultural–geographical conditions. The literature is marked by a tension between AI’s didactic potential and concerns regarding its ethical, theological, anthropological, and institutional implications. The review contributes a thematic synthesis that clarifies why AI integration in CRE requires not only educational innovation but also theologically informed, pedagogically mediated, and context-sensitive frameworks for religious formation. Significant gaps remain, including limited empirical and longitudinal research, insufficient attention to students’ and parents’ perspectives, cultural and linguistic contexts, and a lack of religion-specific, empirically tested didactic models. The review concludes that future research should move toward longitudinal, practice-based, and theologically grounded models for AI use in CRE.