RE in Lithuania

Religious Education in Lithuania

Lietuva

Religious background of the country 

According to data from the 2021 national census, 80.2% of people in Lithuania identify themselves as members of religious communities or associations: 

Roman Chatholics 74.2% 
Orthodox 3.8% 
Evangelical Lutherans 0.6% 
Other 0.9% 

The Lithuanian education system 

The Lithuanian education system is a unified and consistent structure that covers various levels of education, from pre-school to higher and adult education. It is based on the Law on Education of the Republic of Lithuania (first adopted in 1991, with subsequent amendments) and other legal acts that ensure the accessibility, quality, and continuity of education throughout life. School education in Lithuania consists of:

• Primary education. Primary education is the first stage of general education, where children acquire basic literacy, numeracy, social, and cultural skills. Primary education in Lithuania lasts four years: grades 1–4 (students aged 7–10).  

• Basic education. Basic education is intended for students in grades 5-10, with the aim of providing a general education and preparing them for further education or career choices. Basic education in Lithuania lasts six years (from approximately ages 11 to 16):  

Part I: grades 5–8 (first stage);  
Part II: grades 9–10 (or grades I–II of gymnasium). 

• Secondary education. Secondary education is intended for students who wish to obtain a secondary education and prepare for studies, a professional career, or independent living. Secondary education lasts 2 years (grades 11–12 or grades III–IV of gymnasium).

More information about the Lithuanian education system can be found at Euridyce. 

Legal basis for Religious education in Lithuania 

Religious education in Lithuania is based on the constitutional principles of a democratic state, which guarantee human rights, freedom of religion, and the right of parents to educate their children according to their beliefs. This right is defined not only in the Constitution of the Republic of Lithuania, but also in other national and international legal acts regulating the relationship between education and religion. Therefore, the teaching of religion in schools is a legitimate but strictly regulated part of education, based on the principles of freedom, choice, and worldview neutrality.

The fundamental provision guaranteeing freedom of religion is enshrined in Article 26 of the Constitution of the Republic of Lithuania, which states that “every person shall be guaranteed freedom of thought, conscience, and religion.” This means that every person has the right to freely choose their religion, to profess it, to change it, or to have no religion at all, and parents and guardians have the right to ensure the religious and moral education of their children in accordance with their beliefs. The Constitution also stipulates that the state is secular — there is no state religion, so the education system must remain neutral and ensure equal conditions for the choice of different denominations or non-belief.

Another important provision is Article 40 of the Constitution, which regulates the education system. It emphasizes that “the state supervises educational activities” and that “parents are free to choose the institutions for the education and upbringing of their children in accordance with their convictions.” This provision is directly related to religious education, as it establishes the right of parents to choose whether their child will study religion or ethics, or attend a religious school.

The rights enshrined in the Constitution are detailed in the Law on Education of the Republic of Lithuania. Article 4 of this law states that education in Lithuania is based on the principles of human rights, democracy, freedom, and responsibility, ensuring “neutrality in education in matters of religion, worldview, and politics.” However, it also emphasizes that parents and students have the right to choose the direction of moral education.

Under this law, moral education is compulsory for all students, but students can choose its content: ethics (worldview, non-confessional education) or religion (confessional education) (picture 1). This means that the state guarantees the freedom of choice based on the principle of freedom of conscience and religion. This choice legitimizes the teaching of religion in public schools, but only as an optional alternative.

Picture 1. Moral education in Lithuania. 

In addition, the Education Law grants religious communities and organizations the right to establish educational institutions where the content of education is based on their values and worldview, provided that these institutions comply with the general educational standards set by the state. This provides a legal basis for the operation of denominational schools.

The 1995 Law on Religious Communities and Associations stipulates that all religious organizations operating in Lithuania are equal before the law and have the right to freely conduct religious instruction, establish schools, and participate in educational activities. This law gives religious communities the right to cooperate with educational institutions, organize religious education classes, train teachers, and develop programs, provided that they meet the requirements of the education system. Under this law, religious communities may: 

  • train clergy and religious education teachers;
  • establish educational institutions (e.g., Catholic, Protestant, or other denominational schools);
  • offer programs that comply with their doctrinal principles but do not violate state educational standards.

An important document is the 1999 agreement between the Republic of Lithuania and the Holy See on cooperation in the fields of education and culture. This agreement (also known as a concordat) establishes the legal basis for the Catholic Church’s participation in the education system. The agreement stipulates that: 

  • the Catholic faith may be taught in state and municipal schools as an elective subject;
  • teachers are trained and certified by both the state and the Church in cooperation with each other.
  • Catholic schools have the right to operate according to their own educational concept, while maintaining compliance with general state standards. 

This agreement has become a model for other denominations seeking clearer cooperation with the state in the field of education.

In 2000, the Lithuanian Bishops’ Conference and the Lithuanian Ministry of Education and Sport reached a mutual agreement on the distinction between catechesis and religious education. Catechesis is the activity of the Church, while religious education is a form of moral education in schools that has its own pedagogical autonomy but is based on the teachings of the Church. 

Renewed religious education program in Lithuania 

The 2020–2024 initiative to renew general education programs in Lithuania also covered moral education, which includes religion (confessional) and ethics (non-confessional). The aim of the update is to modernize the content, focus teaching on the development of competencies, include the development of students’ personal experience and critical thinking, improve intercultural and interdenominational dialogue, and ensure compatibility with European and international education standards.

The Catholic religious education program highlights five areas of achievement: knowledge of the Holy Scriptures, knowledge of the content of the Faith, the Church and liturgy, personal development and spiritual life, and the individual and morality. These areas of achievement are common to all grades from 1st to 4th grade of secondary school.

As the transition to competency-based education was underway, seven key competencies were identified in the updated education programs of all subjects: 1. Cognition; 2. Social, emotional, and healthy lifestyle; 3. Cultural; 4. Creativity; 5. Communication; 6. Citizenship; 7. Digital. These competencies are defined and taught in the subject of Catholic religious education:

Cognitive competence 
  		Students acquire theological and philosophical knowledge that allows them to understand the content of faith and the meaning of human existence. They learn to raise problematic questions, evaluate moral situations, and argue their point of view. Critical thinking and the ability to reflect on one’s relationship with faith, God, and the world are cultivated.
Social, emotional, and healthy lifestyle skills Students learn to know themselves, manage their emotions, take responsibility, and take care of their overall health. Religion classes help develop empathy, respect for others, and cooperation skills. Faith is linked to personal growth and moral behavior in everyday life
Cultural competence  Students learn about Christian cultural Students learn about Christian cultural heritage, art, and music, and develop aesthetic sensitivity. They compare different religious and cultural traditions and learn to understand intercultural differences. This develops cultural awareness and the ability to appreciate contemporary cultural phenomena.
Creativity competence  In religion classes, students are encouraged to generate ideas and develop solutions to moral and faith issues. They learn to plan the implementation of ideas, evaluate results, and take responsibility. Creativity is linked to Christian moral principles and community activities.
Communication competence  Students learn to understand and interpret religious messages and to convey them in various forms of expression in a reasoned manner. They develop the ability to use information and social media ethically. The ability to talk about faith, values, and moral issues, both verbally and in writing, is encouraged.
Citizenship competence  Students explore human rights, freedoms, social justice, and responsibility in the community. Religious education content is linked to democratic values, environmental awareness, and the social teachings of the Pope. Civic engagement and responsibility for the welfare of society are fostered.
Digital competence  Students learn to critically evaluate information and use digital technologies ethically. They understand the impact of digital content on people and the environment and develop responsible behavior online. In the context of religion, the creative use of technology in the life of the Church and society is encouraged.

The renewed curriculum has become the latest and most significant change in the Lithuanian school system. This has affected all disciplines, including religious education. The programs are shifting from the mere presentation of facts to the development of competencies —students are not only provided with knowledge about faith, religions, and morality, but are also encouraged to engage in critical thinking, self-reflection, value selection, and action. The structure of the programs includes modules in which students are introduced not only to the teachings of a particular denomination (e.g., the teachings of the Catholic Church), but also to other religions, philosophical ideas, and cultural traditions, thus broadening the dialogue on worldviews.

Additional links: 

Marius Daugela, 31.10.2025