Religious Education (RE) extends beyond the mere transmission of doctrinal knowledge, positioning itself as a genuinely dialogical space for reflection, interaction, and ethical exploration. Within this perspective, diversity is not perceived as a barrier, but as a constitutive element of a shared learning experience. By involving students in the examination of complex moral issues—such as justice, human rights, and environmental responsibility—RE encourages them to engage with real-world challenges through a multiplicity of perspectives. The comparative study of religious and non-religious traditions further highlights both the richness and the internal plurality of belief systems. In this context, learners are no longer passive recipients of information, but active agents in the construction of meaning. They are invited to question assumptions, critically engage with different viewpoints, and develop their own well-reasoned positions. Such a dialogical approach strengthens critical thinking while cultivating the competencies required for democratic participation and lifelong learning. At the same time, this approach affirms intellectual equality by recognizing each student as a legitimate and valuable voice within the classroom. Irrespective of personal beliefs or backgrounds, all students are encouraged to contribute, and their perspectives are acknowledged as essential to a collective process of understanding. In this way, diversity is transformed into a resource that enriches shared knowledge rather than dividing it. Ultimately, inclusive Religious Education does not aim to privilege any single worldview; rather, it seeks to foster an environment grounded in respect, openness, and mutual recognition.