This study endeavors to delve into the utilization of field trips by secondary school teachers as an educational tool within religious education. Our aim is to explore teachers' approaches and attitudes towards both virtual and physical field trips in this context, filling a gap identified in existing research. Through a comprehensive review of national and international literature, it became evident that the teacher's perspective on this matter has been relatively understudied. To address this gap, qualitative interviews were conducted with teachers, either in-person at their school or via remote platforms like Zoom. The interviewed teachers were based in the southern region of Sweden, spanning both urban centers and rural areas. Our approach during interviews involved posing open-ended questions, providing teachers with the opportunity to freely articulate their perspectives, ensuring an authentic expression of their opinions. The interview results highlighted a wide array of factors influencing the utilization of field trips by teachers in their educational practices. It became apparent that both physical and virtual field trips present distinct advantages and challenges, with common as well as unique considerations identified by the teachers. While approaches to incorporating field trips varied among the educators, there was unanimous agreement on their value as a resource in religious education.

The following research overview lifts the opportunities and challenges that come with the usage of field trips, in the school subject religion. Using national and international research, we wanted to give an overview of how field trips are used and what they can bring to students regarding knowledge and personal development. The research gathered came mainly from the sources DIVA, EBSCOhost, Swepub, and our previous student literature. While gathering the research for this overview, we saw that there were some names that kept appearing in our searches. While looking for the opportunities we found plenty of challenges as well, researchers such as Lena Roos wrote more about the opportunities while giving knowledge about the challenges. Kindermann and Riegel opened the door towards the challenges throughout their gathered work, but still highlights the opportunities that come along with field trips. Halvarson Britton researched more about how students might feel before, during, and after a field trip as well as how field trips can add to the theoretical classroom work. Going into this, we discovered that the opportunities complemented the challenges and the other way around. This became our stance in the following work as well as lifting how religion is viewed in real life versus how it is viewed from a schoolbook perspective. The research we found revealed how using field trips as a tool can be a good complementary resource to the already existing classroom education as well as allowing the students to come face to face with the religion they have learnt about in the classroom. Regarding the challenges, we discovered that field trips can bring some difficulties, such as students' emotional journey throughout the trip as well as the economic and time-consuming factors are some main points to think about. Although there are both opportunities and challenges with using field trips, they all agreed that it allows the students to meet the religion and not only learn about the religion but also learn from the religion. The conclusion of this, is that field trips are a great tool to meet the religion, thus making education more living rather than theoretical learning. Through all of this, we were able to reach a conclusion that explored both sides critically. How both the opportunities and the challenges that come with field trips can work with each other and how it can benefit students. In the end, we were left with some further questions that can be researched about and how field trips still remain a question if it is a necessity or a nonessential part of education.