The Components of Teachers’ Religious Literacy: a Systematic Review Based on Wright’s Model Afroogh Sadat Eftekhari Shahri 1 | Hossein Momeni-Mahmoo’i 2 | Ahmad Akbari 3 | Ali Akbar Ajam 4 1. Ph.D. student in Curriculum Studies, Islamic Azad University, Torbat Heydarieh Branch, Torbat Heydarieh, Iran. Email: Aftkharymhdyh159@gmail.com. 2. Corresponding Author: Associate Professor of Curriculum Studies, Islamic Azad University, Torbat Heydarieh Branch, Torbat Heydarieh, Iran. Email: MomeniMahmouei@iautorbat.ac.ir 3. Assistant Professor of Educational Sciences, Islamic Azad University, Mashhad Branch, Mashhad, Iran. Email: m.amirianzadeh@miau.ac.ir 4. Associate Professor, Department of Educational Sciences, Payam Noor University, Tehran, Iran. Email: Aliakbarajam1387@pnu.ac.ir Article Info ABSTRACT Objective: The religious literacy of teachers is one of the important indicators in the religious education of learners; therefore, this study aims to investigate the components of teachers’ religious literacy. Method: The approach of the present study is qualitative and its method is a systematic review based on the model of Wright et al. (2007). The research community consists of 143 articles about the components of teachers' religious literacy that were presented in reputable scientific journals between 2011 and 2022. The research sample includes 30 articles that were purposefully collected and selected based on thematic data monitoring. The research data were collected from the qualitative analysis of the studied documents. Findings: Based on data analysis, the components of teachers' religious literacy were classified into 4 axes and 56 factors. These axes include the cognitive-knowledge axis in religious education (including the specialized and professional factors of teachers in the field of religion and religious literacy), the emotional-attitudinal axis in religious education (including attitudinal factors in the field of religion and religious education), the procedural- strategic axis in religious education (including the teacher's procedural factors in the religious education of learners) and the communicative and interactive dimension in religious education (including the teacher's communicative factors in the field of religion and his interactions in the field of religious issues). Conclusion: According to the findings, it can be concluded that the effect of religious literacy of teachers in the religious education of learners is dependent on various factors such as emotional and attitudinal, procedural, communicative and interactive dimensions in addition to cognitive and specialized indicators. Keywords Component, Religious Literacy, Teacher, Systematic Review, Wright’s Model Cite this article Eftekhari Shahri, A.S.; Momeni-Mahmoo’I, H.; Akbari, A. & Ajam, A.A (2023). The Components of Teachers’ Religious Literacy: a Systematic Review Based on Wright’s Model. Applied Issues in Islamic Education, 8 (2), 7-28. http//doi.org/000000000000000000 © The Author(s). Publisher: Academy of Scientific Studies in Education. DOI: http//doi.org/0000000000000000000000 Article History: Received 02 May 2023 Revised 30 May 2023 Accepted 01 July 2023 Published 31 July 2023 Pp. 7-28 Article type: Research