The Influence of Teachers’ Teaching Style Variation on Learning Interest in Christian Religious Education and Character Development

Abstract

This study investigates the influence of teachers’ teaching style variation on students’ learning interest in Christian Religious Education and Character Development through a Systematic Literature Review (SLR). Recognizing that learning interest is a crucial factor in supporting students’ cognitive, affective, and spiritual growth, this research synthesizes empirical findings from 32 studies published between 2013 and 2024. The SLR method was conducted through systematic identification, selection, and thematic analysis of peer-reviewed articles, theses, and conference papers sourced from academic databases such as Google Scholar, ERIC, Scopus-indexed journals, and national repositories. The review reveals that teaching style variation significantly enhances students’ learning interest by fostering engagement, strengthening motivation, and creating learning environments that are dynamic, inclusive, and spiritually meaningful. Teachers who employ diverse instructional approaches—such as interactive discussions, storytelling, multimedia integration, collaborative projects, and reflective activities—are shown to effectively accommodate different learning preferences, stimulate deeper involvement, and support the internalization of Christian values. The findings also demonstrate that teaching style variation contributes to positive teacher–student relationships, improves classroom climate, and aligns well with the holistic goals of Christian Religious Education, which emphasize not only cognitive understanding but also moral and spiritual formation. While challenges such as limited resources and insufficient teacher training persist, the SLR underscores the importance of pedagogical diversity as an essential component of effective Christian education. Overall, the study concludes that varied teaching styles are instrumental in enhancing learning interest and promoting transformative character development among students. These results highlight the need for ongoing professional development to support teachers in implementing diverse and impactful instructional strategies.