Christian Religious Education in the Post-Truth Era: Fostering Critical Thinking, Epistemic Discernment, and Commitment to Truth among University Students

Abstract

The post-truth era presents a significant epistemic challenge for university students who encounter an unprecedented volume of information, misinformation, disinformation, and emotionally persuasive claims through digital media. This article examines the role of Christian Religious Education (CRE) in fostering critical thinking, epistemic discernment, and commitment to truth among university students. Using a conceptual and interdisciplinary approach, the study integrates perspectives from critical thinking, epistemic cognition, media and information literacy, and Christian educational formation. The discussion argues that CRE should move beyond the transmission of religious knowledge toward the formation of students who can critically examine claims, evaluate evidence and sources, recognize epistemic limitations, and respond responsibly to competing truth claims. Critical thinking provides students with analytical tools for interpreting and evaluating information, while epistemic discernment enables them to assess the grounds and credibility of knowledge claims. Within Christian education, these intellectual capacities should be accompanied by virtues such as intellectual humility, honesty, openness to correction, and responsibility toward truth. The article further proposes that commitment to truth should not be understood merely as agreement with particular propositions, but as an ethical and formative orientation toward reality, knowledge, and responsible action. Consequently, CRE can contribute to higher education by integrating rigorous inquiry with Christian intellectual and moral formation, preparing students to navigate complex information environments with discernment, integrity, and a sustained commitment to truth.