Kompetenzorientierter islamischer Religionsunterricht in der öffentlichen Schule

Der Lehrplan im Kanton Thurgau zwischen curricularer Konzeption und gesellschaftlicher Rezeption

Abstract

The new curriculum for Islamic religious education in the Canton of Thurgau is the first of its kind in Switzerland. This article explores the opportunities and challenges that its competencybased design poses for teaching practice, teachers, and school institutions, and how various societal actors assess it. A triangulated methodology is applied: first, the curriculum is analyzed in comparison with existing curricula from Switzerland, Germany, and Austria; second, statements from Muslim communities, church institutions, state authorities, and teachers are qualitatively examined. This dual perspective provides a nuanced picture of curricular innovation and its reception, offering impulses for the further development of Islamic religious education in the Swiss context.