This study aimed to explore the lived experiences and the meaning-making of religious education teachers regarding the redefinition of educational competencies in the era of smart technologies. The research employed a descriptive phenomenological approach and utilized Colaizzi’s method of data analysis. The study population consisted of religious education teachers in secondary schools in Mashhad, selected through purposive criterion-based sampling based on their experience with smart technologies and teaching tenure. Data were collected through in-depth semi-structured interviews and analyzed in seven steps according to Colaizzi’s method.

From the data analysis, 324 meaningful statements and 142 initial codes were extracted, which ultimately led to the formation of five main themes: 1) dual experiences (awe/excitement) in confronting technology, 2) the transformation of competencies from content delivery to integrating digital ethics and meaning-making, 3) existential and ethical challenges (such as maintaining spiritual identity and trusting AI-generated data), 4) adaptive strategies through self-reflection and continuous learning, and 5) educational outcomes, including the emergence of the teacher’s new role as a “meaning-making guide in the digital world.”

The findings indicated that redefining the competencies of religious teachers in the context of smart technologies is not merely a skill-based transformation but an existential and meaning-oriented phenomenon, shaped by the integration of three dimensions: technological understanding, ethical responsibility, and interpretive capability. This highlights the necessity of redesigning religious teacher education programs with an emphasis on technology literacy grounded in theological principles and the cultivation of meaning-guiding abilities in smart learning environments.