This paper critically examines the implementation of decolonised teaching pedagogies within the VEREAD virtual exchange programme for postcolonial and decolonial religious studies. Drawing on a critical reflexive ethnographic methodology, the research explores the complexities of teaching religion within the context of colonial legacies in a 21st-century culturally diverse virtual classroom environment. The study emerges from the unique positioning of three institutional professors with divergent conceptualizations of decolonial teaching praxis, and students with limited prior exposure to decolonial theoretical frameworks. By consciously employing decolonising pedagogical tools, the research aims to provide an innovative approach to dismantling traditional narratives of religious education. Through an in-depth analysis of workshop preparations, pedagogical implementations, and subsequent student and teacher feedback, the paper seeks to develop effective strategies for reimagining religious education. The research specifically focuses on interrogating the role and place of religion within covert colonial projects, particularly in the African context. Anticipated to be implemented between February and May 2025, this virtual exchange programme represents a critical intervention in religious studies pedagogy. By challenging established epistemological boundaries, the study offers a transformative approach to understanding religion through a decolonial lens, emphasizing the importance of alternative knowledge production and intercultural dialogue.