The aim of the study is to investigate various aspects of representation in textbooks for teaching religion in Swedish primary school. Three different textbooks in their digital form published after the newest curriculum that was put to use in 2022 have been analyzed. The study aims to establish how the textbooks in question present the five biggest world religions and to what extent the textbooks offer the reader room for interpretation. The method used for this study is a combined qualitative and quantitative content analysis. The theory used in the study is based on Robert Jackson´s interpretive approach. The research questions for which this study departs are; ´To what extent are the five world religions made visible in the teaching materials and their sacred texts?´, ´To what extent do the teaching materials make diversity within the religions visible and in what way?´ and ´What religious content within the five world religions is conveyed in the teaching materials and in what way?´ The result of the study shows that the teaching materials are showing diversity and variation to a point but are otherwise quite generalizing towards world religions and include normative content, which can angle the readers opinions towards certain religions and not be that inclusive. The study shows that the responsibility to teach a diverse religious education land on the teacher and not the teaching materials. An effect of this could be that the religious education can vary depending on the teacher, the teacher's knowledge and interest in the subject.

The digital technology has in the last years gotten a more prolific standing in our society and the same can be said in the school’s world. Therefore, is it essential to apply same kind of analysis on the digital teaching aid as regular textbooks have gone through. With the uprising of the digital world in mind is this paper’s focus on how Islam, Christianity and Judaism are represented in Utbildningsradion’s (UR) digital teaching tools. The purpose of this paper is to investigate how in UR’s these three religions is represented in terms of insider/outsider, gender and history/present. The research questions that this paper uses are how is the division between history and present time represented in UR’s digital teaching material? How is gender represented in UR’s digital teaching material? According to an insider/outsider perspective: how are the Abrahamian religions represented in UR’s digital teaching materials? This paper is applying a qualitative content analysis on UR’s digital teaching material. Robert Jackson’s theory the interpretive approach is applied on the material to investigate how the religions are represented; the focus point of the theory used to analyze is Jackson’s concept representation. The results that have been reached is that UR’s digital teaching material reach a wide definition of representation on all the religions and the themes investigated. Islam was found to have the most representation of strong female role models and Christianity was found to have a clearer division between their orientations, Protestantism, orthodox and Catholicism.