The purpose of this study was to examined the challenges encountered in the application
of Christian Religious Education (CRE) concepts in learners’ daily lives within public
secondary schools in Transmara East Sub-County, Narok County. The research study
examined how learners’ beliefs, school environment, and curriculum content in the
application of CRE concepts on learners’ daily lives in public secondary schools in
Transmara East Sub-county. The study was based on social constructivism theory. A
descriptive survey research design was employed, and quantitative and qualitative
approaches were used for analyzing data. The study was conducted in three public day
secondary schools in Transmara East sub-county. The research sample included 94
student participants and 6 CRE teachers. Simple random sampling and the purposive
sampling technique were used for data collection. The data was organized and analyzed
using SPSS version 21. The findings revealed that learners’ beliefs significantly influence
the integration of CRE principles, with many students acknowledging the moral value of
CRE yet facing conflicts with cultural norms that hinder practical application. The school
environment plays a crucial role, with students recognizing supportive aspects, such as
the moral conduct of teachers, but also identifying barriers like cultural contradictions
and insufficient co-curricular activities. Furthermore, the curriculum content was found to
be outdated and not aligned with students’ experiences, prompting a call for a redesign to
address contemporary social issues effectively. Conclusions drawn indicate that the
interplay between learners’ beliefs, the school environment, and curriculum content must
be considered to enhance the practical application of CRE. The study calls for a holistic
approach to address these interrelated factors and improve CRE integration into students’
lives. Recommendations include engaging students in meaningful discussions about their
beliefs, employing interactive teaching strategies, creating a supportive school
atmosphere, and revising curriculum content to better reflect current societal values.