How campus experiences relate to interfaith learning in UK surveys

Updated Sep 07, 2026

Students’ perceptions of campus religious diversity and opportunities for engagement are associated with changes in interfaith learning. Kristin Aune and colleagues examine this relationship using a UK longitudinal survey.

Findings and their limits

The analysis followed 1,000 respondents across 122 institutions in 2021 and 2022. Weighted regression models accounted for initial pluralism and other measured characteristics. Pluralism here is a questionnaire construct covering positive engagement with religion and worldview difference.

Perceived religious diversity, support for spiritual expression and encounters challenging students’ assumptions positively predicted overall pluralism. A generally welcoming campus was not a significant predictor in these models.

The negative findings need precision: insensitivity was associated with lower goodwill and appreciation of interreligious differences; coercion with lower commitment to interfaith leadership and service. These were particular subscale relationships.

The study observes associations over one year. It cannot establish that a specific campus programme caused change. The authors also discuss limitations in the measure’s religious assumptions and insufficient within-university samples for institutional-level analysis.

Questions for local evaluation

As editorial applications, invite students to describe where they can express their beliefs and where they experience pressure or exclusion. Distinguish respectful challenge from coercion rather than treating every difficult conversation alike.

If introducing dialogue or support activities, define the intended outcome and evaluate it directly. Keep sensitive responses confidential and avoid small-group reporting that could identify individuals.

Reference

Kristin Aune, Lucy Peacock, Alyssa N. Rockenbach, Mathew Guest and Matthew J. Mayhew. “How can universities support students’ interfaith learning? Findings from a longitudinal survey of students in the UK.” Higher Education. DOI: 10.1007/s10734-025-01533-w.

Corrected 7 September 2026 against the full paper: the negative findings concern specific pluralism subscales. This revision also distinguishes statistical associations from causal effects.