The Pedagogical Competence of Christian Religious Education Teachers in Educating Students to Manage the Environment Based on Genesis 2:15

Abstract

The escalating environmental crisis necessitates innovative pedagogical approaches within Christian Religious Education (CRE) to cultivate environmental stewardship among students. Genesis 2:15, which commands humanity to "tend and keep" the Garden of Eden, provides a theological foundation for environmental education within Christian contexts. This study examines the pedagogical competence required for Christian Religious Education teachers to effectively educate students in environmental management principles derived from Genesis 2:15. A mixed-methods approach was employed, incorporating qualitative interviews with 24 CRE teachers across six Christian educational institutions and quantitative surveys administered to 156 students aged 14-18 years. Thematic analysis was conducted on interview transcripts, while statistical analysis examined correlations between teacher competence and student environmental awareness. Four core pedagogical competencies emerged: (1) theological literacy in creation theology, (2) environmental knowledge integration, (3) experiential learning facilitation, and (4) transformative pedagogical practice. Teachers demonstrating higher levels of these competencies significantly correlated with increased student environmental consciousness (r = 0.73, p < 0.001) and pro-environmental behavioral intentions (r = 0.68, p < 0.001). Effective environmental education within Christian contexts requires teachers to possess sophisticated pedagogical competence that bridges theological understanding with practical environmental knowledge. Professional development programs should emphasize creation theology, environmental science literacy, and experiential learning methodologies to enhance teacher effectiveness in cultivating environmental stewardship.