<![CDATA[Catholic Religious Education (CRE) seeks not only cognitive mastery of doctrine but also the integral formation of students as persons of dignity, relationship, faith, and moral responsibility. Previous studies have widely applied Maslow’s hierarchy of needs in general education, Islamic education, Christian education, and pastoral contexts, yet the specific dialogue between Maslow’s humanistic psychology and the Catholic theological principle of Imago Dei remains insufficiently articulated. This integrative literature review examines the relevance and limits of Maslow’s hierarchy for CRE and develops a conceptual synthesis with Imago Dei. Literature was selected from scholarly articles, books, primary works of Maslow, and official Church documents, then analyzed through conceptual comparison and thematic synthesis. The review identifies five interconnected educational domains: physiological readiness, psychological safety, belonging and love, esteem, and self-actualization. In CRE, these domains are not treated as a rigid sequence; rather, they function as pedagogical conditions that support participation, relationship, dignity, and growth. Maslow’s later notion of self-transcendence provides a particularly productive bridge to Catholic anthropology, in which human fulfillment is oriented beyond the self toward communion with God and others. The synthesis offers an Imago Dei–oriented framework for holistic CRE while acknowledging the non-linear and culturally contingent character of human needs.]]>
