This study investigated the effects of contemporary issues on the teaching and learning of
Christian Religious Education (C.R.E) among students in public secondary schools in Lang’ata
Sub-County, Nairobi County. The study was premised on the growing concern that modern-day
social, cultural, and ethical challenges-such as mental health, digital media influence, shifting
family values, and religious pluralism-have increasingly shaped students' worldviews and
consequently affected the effectiveness of C.R.E instruction. The research was guided by three
main objectives: to examine how contemporary social and cultural issues influence the content
and delivery of C.R.E lessons; to assess the preparedness of C.R.E teachers in integrating issues
such as mental health, digital ethics, and religious diversity into their instructional practices; and
to evaluate the impact of such issues on students’ engagement, understanding, and moral
development. The study employed a descriptive survey design and targeted both teachers and
students from three purposefully selected public secondary schools in Lang’ata Sub-County,
namely a boys’ school, a girls’ school, and a mixed school. Data were collected through
structured questionnaires and analyzed using both quantitative and qualitative approaches. The
findings revealed that contemporary issues significantly influenced the way C.R.E content was
delivered, with many teachers modifying traditional biblical teachings to better reflect the
realities of modern life. However, while some teachers had received limited training on these
topics, a considerable number lacked the professional preparedness, confidence, and appropriate
resources to address such sensitive issues effectively in their lessons. Moreover, the study found
that students were more actively engaged and morally reflective when C.R.E lessons
incorporated real-life ethical dilemmas and social issues. Lessons that remained abstract or
overly doctrinal were associated with low levels of participation and interest. The research
concluded that the integration of contemporary issues into the C.R.E curriculum enhances the
subject’s relevance, deepens moral reasoning, and contributes to students’ holistic development.
However, systemic challenges such as inadequate teacher training and outdated instructional
materials hinder effective implementation. The study recommended that curriculum developers
revise the current syllabus to include emerging issues, teachers be supported through regular
professional development, and schools be equipped with modern, contextually relevant teaching
materials. The findings are intended to inform educational stakeholders on the need to reform
religious education in response to the complex social realities facing learners in the 21st century.