Transhumanism and religious education in the context of 21st century technological developments

This study examines the intersection of 21st-century technological developments (artificial intelligence, biotechnology, nanotechnology, NBIC, the metaverse, and cyborg systems) with transhumanist thought and the impact of this intersection on religious education. A systematic review of national and international literature was conducted using a qualitative research design, document review, and a multidimensional assessment was conducted based on the conceptual framework. The findings demonstrate that technologies offer transformative opportunities for religious education along three axes: (i) personalized and adaptive learning (AI-based teaching, learning analytics), (ii) experiential and visualized teaching (AR/VR, metaverse and worship and space simulations), and (iii) access and inclusiveness (digital platforms, open-source content). Furthermore, risks such as accuracy and content security, privacy, algorithmic bias, authenticity (validity of virtual rituals), and technological dependency were identified. On a philosophical and theological level, transhumanism can create tension with understandings of human nature, mortality, fate, and humility; However, it has been demonstrated that there is limited overlap between goals such as alleviating suffering, increasing knowledge, and removing barriers. The research recommends a "conscious integration" approach in religious education: While face-to-face interaction, spiritual guidance, and the transmission of values are maintained, digital tools should be used in a supportive and reinforcing manner; ethical guidelines, content monitoring, teacher and student digital literacy, and interdisciplinary collaboration should be institutionalized. When the traditioal goals of religious education are balanced with the demands of the transhumanist age, both cognitive learning and spiritual and moral development can be strengthened.