Process Drama as a Pedagogical Framework for Worldview Literacy in Plural Classrooms

This conceptual article develops a pedagogical framework for using process drama to cultivate worldview literacy in pluralistic classrooms. Drawing on scholarship in religious education and process drama, the framework organizes learning through three interconnected pedagogical movements involving documentation, embodiment, and reflective transfer. Students work with source-based materials concerning religious, spiritual, and secular worldviews, explore perspectives and meanings through structured dramatic inquiry, and return to the evidence through reflective interpretation. The framework may support interpretive accuracy, recognition of multiple perspectives, evidence-based dialogue, and reflective understanding, and provides a basis for future classroom-based empirical research.