Background and Objective: One of the courses that is very effective in forming religious identity is the courses related to religious education. The researcher's goal was to identify the challenges and solutions to improve the teaching process of teachers in the field of religious education.
Research Method: The research approach was qualitative and the data analysis method was content analysis with a data coding system. The research population included 20,268 educators related to religious education in Hormozgan province, and the research sample included 19 religious teachers (9 females, 10 males) with purposive sampling.
Findings: 9 categories, including harmonizing the educational and training behavior of the family and school and using capable educators and trainers in the field of religious education, forming practical, accurate, and continuous discourses between religious education activists, increasing the level of internal acceptance of learners towards religious content, Teachers' use of new evaluation methods, including follow-up evaluation to measure the performance of learners' religious behavior, improving the level of educational programs, new educational methods, including role-playing, creating appropriate educational opportunities, and correctly and practically explaining the level of effectiveness and importance of religious lessons, are solutions to improve the teaching process of teachers in the field of religious education. The 10 categories include the low level of knowledge of religious teachers and inattention to the practical implementation of areas of the national curriculum, the lack of proper utilization of efficient human resources, the old-fashioned view and low level of attitude of religious teachers, the low level of teacher motivation, and the low level of behavioral and ideological level during teaching, and the challenges of the teaching process of teachers in the field of religious education.
Conclusion: The results showed that the components of forming practical, accurate, and continuous discourses between religious education activists, increasing the level of internal acceptance of learners towards religious content, and teachers' use of new evaluation methods, including follow-up evaluation in measuring the performance of learners' religious behavior, are the most prominent.