EXPLORING UNIVERSITY STUDENTS' PERCEPTION ABOUT RELIGIOUS EDUCATION IN GHANA

Religious Education (RE) in Ghanaian universities plays a pivotal role in shaping students' understanding of morality, spirituality, and cultural identity in a religiously diverse society. The 2021 population and housing census affirms that the majority of Ghanaians are affiliated with one religion or the other. Christian religion constitutes about 72% of the total population, while 15% are Muslims, and 2% are affiliated with the African Traditional Religion. This makes Ghana a predominantly religious state but equally a multi-religious nation (Ghana Statistical Service, 2021). For this reason, the way university students perceive Religious Education could influence social cohesion, tolerance, and personal development. This article, therefore, explores the perception of Ghana Christian University students regarding Religious Education in Ghana, aiming to provide insights that can inform curriculum development and pedagogical approaches in higher education This study presents a new theoretical and pedagogical framework that investigates university students’ perceptions of Religious Education (RE) within the context of Ghana’s multi-religious society, focusing on three private institutions in the Greater Accra Region. Recognizing the pivotal role of RE in shaping moral values, spiritual awareness, and social cohesion, the research explores how students at Ghana Christian University College, Valley View University, and Trinity Theological Seminary view the relevance, inclusivity, and impact of their religious education curriculum.It employs a quantitative and cross-sectional survey design that sampled 183 theology students, primarily final-year undergraduates, to ensure informed perspectives that are supported by Theories such as Humanist, Critical Religious Education (CRE), Variation (VT) and the Learning Study Model with the purpose of improving teaching and learning (Demirel Ucan, A, & Wright, A 2018 ). The findings revealed that while a majority of students appreciated RE for promoting moral development and religious tolerance, over half expressed concerns about the inadequate representation of minority religions students, particularly Indigenous African beliefs inclusion in the curriculum of the schools. Students also highlighted the need for curriculum reforms to address contemporary issues in order to foster greater inclusivity. Despite some of the challenges related to perceived bias and outdated content, students generally value the subject’s contribution to their personal and academic growth. The study concludes by recommending curriculum updates, more inclusive teaching methods, and ongoing feedback mechanisms to enhance the relevance and effectiveness of Religious Education in Ghanaian universities. These i underscores the importance of RE in nurturing responsible, tolerant, and ethically grounded graduates in a pluralistic society.KEY WORDS: University Students, Curriculum, Perception, Religious Education, Variation Theory (VT) and the Learning Study Model.