BANDA, Sungwe Maria2026-07-032026https://research.unilus.ac.zm/handle/123456789/691Bachelor of Laws - Research ReportThis thesis was on the intersection of religion and education in Zambia through jurisprudential theories with lessons drawn from Kenya, Malawi and South Africa. The purpose of the study was to critically assess how judicial decisions have endeavored to assess the intersection of the right to religion and conscience and education in Zambia and how the pure law theory and historical theories of jurisprudence can help balance these conflicting rights as well as bring out the need to have a balanced approach that ensures that learners especially those from minority groups in learning institutions are allowed to express their religious beliefs and school rules are not couched in a way that they are restricted and therefore coexist in the same environment such as through having clear laws and policies that protect both rights. The objectives of this study included providing a critical examination on how different judicial decisions have interpreted the challenges and legal disputes that arise through the intersection of the right to education and the right to religion and conscience in Zambia, secondly to analyse the impact of the pure law and historical theory of jurisprudence on the judicial decisions and lastly, to explore the lessons that Zambia can draw from Kenya, Malawi and South Africa in protecting the rights to education and religion and conscience for purposes of adopting a neutral approach that ensure they exist in the same environment. The methodology of the research was as follows; this research was a qualitative mode of research as data was collected from both primary and secondary sources which include local and foreign legislation, journal articles, internet sources and textbooks. Additionally, data was equally collected from select schools, both primary and secondary, in Lusaka. The research design used is action research. The major findings of this research were that the reason behind the denial of learners been allowed to practice and express their religious beliefs in schools was due to the fact that were attempting to foster an environment that is uniform but in way this led to learners been discriminated upon. Schools also lack clear guidance from the necessary school authorities and the government on how to handle religious freedom hence it leaves room for different interpretations by school administrators which tend to be segregative and discriminatory due to the fact that they are not knowledgeable on how a balance that accommodates religious beliefs is to be struck.enThesis