Teaching Theology and Religion

Aims & Scope

Teaching Theology & Religion is divided into two subsections: 1.

Articles: Manuscripts range from 4,000 to 7,000 words, or longer (15 to 25 pages, double-spaced).

These articles raise a specific pedagogical issue and demonstrate its relevance to higher education religion or theology classrooms or institutions.

Articles may describe teaching practices that address a particular pedagogical challenge.

It is often important to provide and analyze evidence of various forms gathered from the classroom.

Strong submissions will place the issue within a wider field of scholarship on pedagogy, and will be attentive to issues around interreligious, international and interdisciplinary approaches to teaching, as well as the use of integrated modalities and technology.

Articles are subject to blind peer-review. 2.

In the Classroom: This section provides shorter and more immediately accessible essays that address concrete issues in our classroom teaching practice.

These manuscripts are sometimes submitted in response to a Call for Papers or directly solicited by the journal's editorial staff.

Articles for "In the Classroom" are subject to internal editorial review and are also sent out for blind peer-review depending on the nature of the manuscript.

We welcome suggestions for topics that we might address in this section through a Call for Papers, a sponsored conference panel, interview, etc.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	0.2
2024	0.30

SJR (SCImago Journal Rank)

Year	Value
2024	0.167

Quartile

Year	Value
2024	Q2

h-index

Year	Value
2024	15

Journal Rank

Year	Value
2024	23280

Journal Citation Indicator

Year	Value
2024	18

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Arts and Humanities and Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Designing for Online Distance Education: Putting Pedagogy Before Technology

  Citation: 67

  Authors: Richard S.

• Using virtual reality and 360‐degree video in the religious studies classroom: An experiment

  Citation: 30

  Authors: Christopher D. L.

• Flip Your Classroom: Reach Every Student in Every Class Every Day. By JonathanBergmann and AaronSams. Alexandria, Va.: The Association for Supervision and Curriculum Development, 2012. ix + 112 pages. ISBN 978‐1‐56484‐315‐9. $13.57.

  Citation: 29

  Authors: Israel

• Learning as a Path, Not a Goal: Contemplative Pedagogy – Its Principles and Practices

  Citation: 29

  Authors: Fran

• The Divine Pedagogy as a Model for Online Education

  Citation: 25

  Authors: John

• The Online Theology Classroom: Strategies for Engaging a Community of Distance Learners in a Hybrid Model of Online Education

  Citation: 24

  Authors: Brent A. R.

• From Empathetic Understanding to Engaged Witnessing: Encountering Trauma in the Holocaust Classroom

  Citation: 22

  Authors: Liora

• Teaching the Millennial Generation in the Religious and Theological Studies Classroom

  Citation: 19

  Authors: Whitney, Joseph A., Karline, Maureen, Sara M.

• Spiritual Machines, Personal Bodies, and God: Theological Education and Theological Anthropology

  Citation: 19

  Authors: David H.

• Contemplative Pedagogy: Frequently Asked Questions

  Citation: 19

  Authors: Tom, Fran, Anne Carolyn, Louis, Harold, Judith

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