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In recent decades, Islamic education and the religiosity of young Muslims have received considerable attention in academic research in German-speaking countries. However, an analysis of the different learning environments of religious education and their respective significance has yet to be carried out so far. Using Austria as an example, this paper explores these different processes of religious education among Muslim adolescents. Based on qualitative guided interviews, the experiences and learning processes in the family, in the mosque, in the school, and online are depicted from the learners' perspective. In this way, this paper assigns Muslim adolescents a constitutive role in the analysis. In this context, we discuss how the understanding of education, pedagogical approaches, and person-centredness differs in the learning environments of Muslim religious education. [ABSTRACT FROM AUTHOR]

Although Muslim groups in the population comprise an integral component of Austrian society, the public image of Islam tends to be generally negative. In the meantime, there are now significant successor generations of Muslims who, in contrast with their parents' generation, have other religious orientations and positionings, and have become hybrid, heterogeneous individuals with 'multiple-home' attachments living in Austria. Nonetheless, in public discourse, they appear as a homogeneous group. Our study is based on a change in perspective, shifting front and center the religious orientation of these persons as seen from their own perspective and experiences. The findings of our study on Muslim diversity in Austria show just how differentiated, complex, ambivalent, and hybrid the everyday religious practice of individuals directly on the ground is or can be. In the following article, the focus is on a form of open religiosity that is practiced above all by members of the successor generations. [ABSTRACT FROM AUTHOR]