Religious Themes In Modern Educational Literature: Analyzing How Contemporary Children and Young Adult Literature Incorporates Moral and Faith Based Lessons

Authors

  • Aijaz Ali Soomro Assistant Professor, Department College Education Department Government of Sindh. Author
  • Dr Muhammad Husnain Assistant Professor, Division of Science and Technology, University of Education, Township Campus' ,Lahore. Author https://orcid.org/0000-0001-8225-0967
  • Hafiz Shahid Zohaib Lecturer Department of Islamic Studies, University of Gujrat, Pakistan Author

DOI:

https://doi.org/10.3456/zfb9d618

Abstract

Contemporary children’s and young adult literature increasingly reflects religious and moral themes, presenting narratives that blend faith-based lessons with modern educational values. Such works often serve a dual purpose: fostering literacy and imagination while simultaneously offering frameworks for ethical development, spiritual identity, and intercultural understanding. This paper analyzes how selected modern texts incorporate religious motifs—such as honesty, justice, compassion, forgiveness, and stewardship—and adapt them for a pluralistic readership. It also examines the ways in which authors use symbolism, character development, and narrative conflict to address moral dilemmas rooted in faith traditions. By doing so, contemporary educational literature functions as a bridge between secular pedagogical goals and spiritual formation, highlighting the enduring relevance of religion in shaping children’s and adolescents’ moral consciousness. The study concludes that while modern educational contexts often emphasize inclusivity and diversity, religious themes continue to provide a vital source of ethical reflection and personal growth in children’s and young adult literature.

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Published

2025-08-17

How to Cite

Religious Themes In Modern Educational Literature: Analyzing How Contemporary Children and Young Adult Literature Incorporates Moral and Faith Based Lessons. (2025). International Research Journal of Arts, Humanities and Social Sciences, 3(1), 68-78. https://doi.org/10.3456/zfb9d618

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