Journal of Christian Religious Studies

This study examines teacher-student relationship in African theological education through a qualitative, literature-based approach, evaluated in the light of Jesus’ discipleship model. Recent scholarship highlights the growing tension between academic formalization and relational formation within theological education in Africa. Drawing on contemporary literature (2020-2026) in educational theory, African theological education, and biblical studies, the study identifies key challenges, including hierarchical relationships, weak mentorship structures, and limited integration of spiritual formation. These patterns are critically analyzed against Jesus’ pedagogical model, which emphasizes relational proximity, servant leadership, experiential learning, and holistic transformation. The study argues that current practices often fall short of this model, thereby undermining the effectiveness of ministerial formation. It proposes a re-envisioning of theological education that integrates academic rigor with intentional mentorship and relational engagement. The findings contribute to ongoing discussions on contextualizing theological education and enhancing its transformative impact in African contexts.

Open Full Text (PDF)