After the national curriculum guidelines, what could be the risks for the new teaching recommendations for the IRC?

Abstract

The article analyzes potential risks and future directions for new teaching guidelines in Catholic Religious Education (IRC) following the 2025 National Curriculum Guidelines. After a historical and normative comparison between CEI-MIM agreements, it highlights how the current identity-driven and Italocentric approach may weaken the intercultural and dialogical dimension of religious education. A pedagogical framework based on religious pluralism and intercultural education is proposed to avoid confessional or relativistic drifts and to promote an open, critical, and democratic citizenship.