Heart-Centered Teaching by Christian Religious Education Teachers in Vocational Education: A Case Study at SMK Kristen II Tomohon

Abstract

Purpose: This study examines how Christian Religious Education teachers enact heart-centered pedagogy at SMK Kristen II Tomohon, addressing the limited empirical understanding of how relational, affective, moral, and spiritual dimensions of Christian Religious Education are integrated within vocational education. Methods: The study employed a qualitative descriptive case study involving three Christian Religious Education teachers with more than three years of teaching experience, fifteen students from different classes, and the school principal, selected purposively. Data were collected through semi-structured interviews, classroom observations, and document analysis of curriculum materials, lesson plans, and instructional resources. Data were analyzed thematically through coding, categorization, pattern identification, and theme development. Findings: The findings identified four interrelated themes: relationally grounded teaching; teachers as role models and pastoral companions; reflective internalization; and contextual challenges. These themes show how heart-centered pedagogy is enacted through relational presence, empathetic communication, Christian exemplarity, and pastoral accompaniment. Such practices were perceived to support a more supportive learning environment, greater student openness and participation, and deeper engagement with Christian values. Teachers emerged not merely as transmitters of religious knowledge but as relational educators and spiritual companions who facilitate students’ movement from cognitive understanding toward the reflective internalization and lived expression of Christian values. Research Implications: The findings suggest that Christian Religious Education in vocational schools may be strengthened by integrating relational, affective, and pastoral dimensions into teacher development, instructional practice, and school-based character formation. Originality: This study contributes contextual and conceptual insight by positioning heart-centered pedagogy as an integrative relational and pastoral orientation within Christian Religious Education in a vocational school setting, highlighting how teacher–student interactions may support the internalization and everyday expression of Christian values.