<![CDATA[This study aims to evaluate Catholic Religious Education (CRE) teachers’ pedagogical and professional competencies in supporting meaningful, inclusive, and student-centered learning through the Kirkpatrick Model. The study employed a qualitative evaluation research design to examine four evaluation levels: reaction, learning, behavior, and results. Data were collected through observations, interviews, and documentation, then analyzed using data reduction, data display, and conclusion drawing. Data credibility was ensured through triangulation of techniques and sources. The findings show that students responded positively to interactive and contextual CRE learning at the reaction level. At the learning level, teachers showed competence in designing instructional activities based on students’ needs through diagnostic assessment. At the behavior level, teachers consistently implemented adaptive, inclusive, and student-centered teaching strategies that reflected effective pedagogical and professional practices. At the results level, students showed improved engagement, participation, and understanding during learning. The study concludes that CRE teachers effectively applied their competencies to enhance the quality of learning. The implications highlight the importance of continuous professional development, instructional innovation, and process-based assessment to strengthen responsive religious education and sustain student engagement.]]>
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