Despite the prevalence of Christian worldview language in Christian schooling, there is little research into how worldview is understood and practiced.

This paper is based on teachers’ perceptions of Christian worldview. Specifically, it sought to understand how teachers integrate faith and learning utilising a Christian worldview, how they assess student understanding of Christian worldview, the barriers they face, and how they believe schools can better support the practice of worldview integration.

This study found that despite evidence of worldview integration, few teachers were assessing the extent to which students understood a Christian worldview. Respondents suggested schools could better support worldview integration through exemplars of practice, more opportunities to share and learn from each, and professional learning that supports biblical literacy.