In contemporary academia, decolonisation is both an ethical objective and a practical challenge. Religious studies provide a particularly fertile ground for experimenting with new didactical approaches. In 2025/2026, I took part in the Virtual Exchanges in Religious Euro-African Dialogue (VEREAD) programme as an online facilitator in two courses: "Is Religion a Colonial Construct?", focused on postcolonial and decolonial approaches to the study of religion, and "Contexts, Sources and Critical-Historical Methods for the Research of Religion", devoted to methodological tools for the historical study of religious traditions in African contexts. Both courses brought together lecturers and students from different cultural, religious, and academic backgrounds, creating an intercultural and interdisciplinary classroom. The role of facilitator consisted in accompanying participants throughout a series of discussion based online activities. Readings were assigned by the lecturers in advance; during the sessions, class members worked either in plenary or in small groups. Facilitators proposed guiding questions connected to the texts in order to stimulate dialogue, collect and reaffirm the main points that emerged. They encouraged learners to connect theoretical concepts to their personal and academic experiences, while balancing when to intervene and when to step back to let discussion unfold. Drawing on this ongoing experience, I argue that structured discussion in an intercultural and interdisciplinary online classroom can support students in acquiring methodological knowledge and competences informed by a decolonial perspective for the study of religion, particularly from the standpoint of history and the social sciences.