In Swedish public discourse and debate, religion and religious belief are prominent (Franck & Thalén, 2018). Sweden, like many other parts of Western Europe, is characterized by ethnic, cultural, and religious diversity, which challenge simplistic understandings of identity and belonging (Hall, 2025). However, the opposition between the religious and the secular have long been predominant in educational contexts. As Sajir (2023) has pointed out, in a post-secular context, the religious origins of the majority culture are often obscured. The concepts of "culturalization of religion" and "religionization of culture" (Sajir 2023) illuminate this process. Addressing the issues of representation and inclusion, this can be particularly problematic for students with ethno-religious identities. Also, a new report from 2025 reveals that one in ten young Swedes identify as religious, and many turn to the Christian faith as a source of comfort and stability in times perceived as uncertain by young people.

As Lewin (2017) argues, Religious Education plays a crucial role in developing religious literacy to better understand and manage diversity and belonging in light of current transitions. In this context, the presentation will focus on the new subject curricula for upper secondary schools, the planned new syllabi for compulsory schools, and the upcoming changes in teacher education. We will also discuss how these changes can address shifts in the Swedish religious landscape to create spaces for dialogue and conditions for learning from and with each other.