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 ofinterreligious competence (IRC) and to make a first descriptive appraisal of future educators, focusedon their capacity to cope with conflicts. (2) Results: The relationship between IRC and strategies tocope with conflict is noteworthy. Significant correlations have been found between interreligiouscompetence and coping strategies, mainly in emotional IRC. (3) Methods: A survey study included1175 undergraduate students in educational science. Descriptive, correlational, and regression analy-ses were performed. (4) Conclusions: The IRC scale received empirical support regarding its validityand reliability and contributes to the repertoire of assessment tools which facilitate quantitativeanalysis of IRC. The results demonstrate that one’s ability to manage the emotional climate that arisesfrom conflict and interaction with others is in part explained by three types of coping associated withemotional IRC. Coping with conflicts due to involving individuals from different backgrounds, par-ticularly in terms of religion, requires a multifaceted and culturally competent approach. Developinginterreligious competence is crucial in fostering understanding, mitigating tensions, and promotingemotional and harmonious coexistence.