24.04.2025 / Eli Fader
Theological education stands at a critical juncture of relevance. As the 21st century unfolds, marked by rapid technological advancements, shifting global demographics, and evolving cultural landscapes, the traditional models of theological training are increasingly evolving to include distance and hybrid forms of learning. In March 2025, over 600 theological educators met in Albania. They were asked to anticipate what theological education would look like in the year 2050 and how we must change to meet these needs. Their responses identified key trends anticipated to shape theological education (TE) by 2050: (a) dominance of digital and AI integration, (b) a shift towards contextual and non-formal education, (c) changing demographics and global shifts, and (d) evolving pedagogical approaches (the full document can be accessed here: https://icete.info/icete-news/forward-together/). While one survey within a conference is hardly sufficient to establish these trends as valid and reliable, the trends are worth reflecting on and considering as evidence towards likely future issues that will impact theological education. To effectively prepare future leaders for the church and the world, theological education must adapt to these emerging realities. The question to be answered in this reflection is: How well is TEE positioned to meet the future demands of the church for theological education according to these trends that were identified?
The first major trend highlighted is the dominance of digital and AI integration. The report anticipates AI playing an increasing role in translation, instruction, and even character formation, while online, hybrid, and distance learning will become the norm. Micro-credentials and shorter programs are also expected to rise in popularity. TEE has, from its inception, embraced principles that resonate strongly with this digital future. TEE’s core philosophy emphasizes accessibility and flexibility, often utilizing decentralized and distance learning models to reach students in diverse contexts. The very nature of “extension” implies moving education beyond the traditional residential seminary and into the students’ own environments, a concept easily translatable to the digital realm.
TEE’s historical reliance on printed materials and study guides can be seen as a precursor to the digital resources now becoming essential. While many TEE programs do not showcase cutting-edge AI integration, the foundational principles of TEE are perfectly adaptable to incorporating digital tools. Online platforms can facilitate asynchronous learning, offering flexibility for students with varying schedules and geographical locations, a hallmark of TEE. Digital resources, including e-books, videos, and interactive modules, can replace or supplement traditional printed materials, making education more cost-effective and accessible, especially in regions with limited resources. Furthermore, AI tools can also be leveraged for translation and native language instruction.
However, there are valid concerns about AI’s impact on character formation and the potential for dehumanization. This is a crucial point for TEE to consider. While embracing digital tools, TEE must ensure that the relational aspect of learning and spiritual formation is not lost. Strategies for incorporating mentorship, online communities, and even virtual reality classrooms for collaborative learning and spiritual practices will be vital.
The second major trend anticipated for theological education by 2050 is the shift in resources and fostering of contextual and non-formal education. The report anticipates the rising need for context-specific and relevant education, with emphasis on indigenous models, Majority World theologizing, and church-based training. Non-formal education at the grassroots level is expected to flourish, moving away from traditional institutional structures. This trend aligns remarkably well with the very essence of TEE. Contextualization is not just a future trend for TEE; it is a foundational principle. TEE programs are designed to be deeply rooted in the local context, addressing the specific needs and challenges of the community and culture where students are situated. TEE emphasizes developing curriculum that is relevant and applicable to the students’ ministry contexts, often utilizing local case studies and addressing local issues within a theological framework.
The move towards non-formal education is also inherent in the DNA of TEE. TEE actively promotes and supports church-based training and ministry schools, recognizing the vital role of local congregations in nurturing theological understanding and ministerial skills. The ICETE 25 report predicts a leadership role for the Majority World in theological innovation, and TEE, with its roots and extensive networks in the Global South, is exceptionally positioned to facilitate and amplify these emerging theological voices.
The challenge for TEE in this trend lies in maintaining quality and ensuring some level of standardization across diverse contextualized programs. While flexibility and local relevance are strengths, there needs to be a mechanism for quality assurance and for sharing best practices across different TEE programs globally. TEE networks can play a crucial role in fostering collaboration, developing shared resources, and establishing guidelines for contextualization that uphold theological rigor while respecting local distinctives.
The third category of trends revolves around changing demographics and global shifts. The report points to the growth of the church in the Global South, population decline in the West, aging populations, generational shifts, and increasing globalization and diversity. TEE is inherently global in its reach and impact, and its extensive network spanning across continents, particularly in the Majority World. TEE has been a key instrument in training leaders in rapidly growing churches in Africa, Asia, and Latin America for decades. Its flexible and cost-effective nature makes it especially suitable for regions with limited resources and rapidly expanding Christian communities.
The demographic shifts highlighted – younger populations in the Global South and aging populations elsewhere – further strengthen the relevance of TEE. TEE’s adaptable models can be tailored to reach younger generations who are digitally native and may prefer shorter, more practical, and digitally delivered learning experiences. For aging populations and those in diaspora, TEE’s accessibility and flexibility offer opportunities for lifelong learning and theological engagement at different life stages and in diverse locations.
The challenge for TEE in this demographic shift lies in addressing the resource disparities between different regions. While TEE is cost-effective, it still requires resources for curriculum development, educator training, and technological infrastructure, especially in the digital age. A strong TEE network plays a vital role in advocating for resource sharing, facilitating partnerships between resource-rich and resource-constrained regions, and developing sustainable models for TEE programs in diverse global contexts.
Finally, the ICETE report highlights evolving pedagogical approaches and challenges, emphasizing Competency-Based Theological Education (CBTE), changing roles of educators from professors to facilitators, and a renewed focus on character development and spiritual formation. TEE’s practical orientation and emphasis on ministry skills already align strongly with CBTE, wherein the emphasis is on the demonstration of the mastery of a set of competencies over the completion of courses. TEE programs are often designed to equip students with the specific competencies needed for effective ministry in their contexts. The core model of TEE explicitly highlights the practical application of theological knowledge and the development of ministry skills.
The shift from professors to facilitators is also inherent in the TEE model. TEE often utilizes local leaders, pastors, and experienced practitioners as facilitators, guiding students through the learning process rather than primarily lecturing in a traditional professorial style. This facilitator-led approach encourages active learning, peer interaction, and contextual application of knowledge, all of which are considered best practices in contemporary pedagogy. Furthermore, the study’s call for intentional character development and spiritual formation resonates deeply with the historical emphasis of TEE on holistic development.
The challenge for TEE in this pedagogical evolution is in effectively integrating these approaches within the digital realm and ensuring that character development and spiritual formation are not compromised by increased technological mediation. Defining and assessing competencies in theological education, especially in areas like character and spiritual maturity, requires careful consideration and innovative assessment methods. TEE programs will need to focus on developing resources and training for TEE educators to effectively implement CBTE, facilitator-led learning, and character-focused pedagogy, both in face-to-face and online settings.
In conclusion, comparing the future trends in theological education identified in ICETE 2025 report with Theological Education by Extension reveals a remarkable alignment. TEE, by its very nature, is already positioned to address many of the emerging demands. Its emphasis on flexibility, accessibility, contextualization, non-formal approaches, practical skills, facilitator-led learning, and holistic development resonates deeply with the projected future of theological education. TEE’s foundational principles provide a robust framework for adapting and thriving in the evolving landscape of theological education and TEE is poised to play an even more critical role in the future of theological education as a whole.