Interreligious Competence (IRC) in Students of Education: An Exploratory Study

Abstract

(1) Background: The purpose of this study is to present a scale for the assessment of interreligious competence (IRC) and to make a first descriptive appraisal of future educators, focused on their capacity to cope with conflicts. (2) Results: The relationship between IRC and strategies to cope with conflict is noteworthy. Significant correlations have been found between interreligious competence and coping strategies, mainly in emotional IRC. (3) Methods: A survey study included 1175 undergraduate students in educational science. Descriptive, correlational, and regression analyses were performed. (4) Conclusions: The IRC scale received empirical support regarding its validity and reliability and contributes to the repertoire of assessment tools which facilitate quantitative analysis of IRC. The results demonstrate that one’s ability to manage the emotional climate that arises from conflict and interaction with others is in part explained by three types of coping associated with emotional IRC. Coping with conflicts due to involving individuals from different backgrounds, particularly in terms of religion, requires a multifaceted and culturally competent approach. Developing interreligious competence is crucial in fostering understanding, mitigating tensions, and promoting emotional and harmonious coexistence.