This paper explores the transformative role of Christian Religious Studies (CRS) particularly in the 21st-century Nigerian classroom, it examines how it serves as a catalyst for moral, spiritual, and societal change in a rapidly dynamic and non-statitic educational landscape. Pointing through biblical principles, pedagogical theories, and contemporary Nigerian experiences, the study investigates the relevance, challenges, and opportunities of teaching CRS in modernized classrooms, particularly as they are influenced by globalization, technological advancement, and moral relativism. The paper emphasizes the need for a paradigm shift from rote learning to transformational education that shapes character, fosters critical thinking, and encourages active citizenship stemmed from Christian values. The paper also examines the impact of socio-cultural factors, curriculum design, teacher competence, and government policy on the effectiveness of CRS in Nigerian context. It is a qualitative paper which proposes innovative strategies for integrating CRS into the broader national development agenda. It also indicates that CRS, when taught intentionally and contextually, can become a vital tool for nurturing ethical leadership, promoting peace, and fostering holistic development among Nigerian youths especially in the 21st century.
Bolayemi ALAKA-OSINOWO (Thu,) studied this question.