The first article by Alfred Kapepe and Austin Cheyeka explores the logic behind naming children after deceased members of the lineage in Zambian cultures from a Pentecostal perspective. The findings show that Pentecostals in Lusaka who participated in the study oppose the naming of their children after the deceased members of the lineage. The authors recommend that Pentecostal churches should find a midway of incorporating Zambian naming culture. That way, their cultural heritage will be upheld. In the second article, Alfred Kapepe, Armstrong Chanda, Audrey Muyuni Phiri and Ireen Moonga explore women’s leadership characteristics in moments of crisis. The researchers argue, based on their findings in Lusaka and Kafue districts, that women exhibit resilient leadership and dependence on biblical knowledge to guide them as leaders, especially in times of crisis. The third article by Armstrong Chanda and Austin Cheyeka reports mystical powers that the Bemba speaking people of Mpika believe in and how those powers manifest themselves. Since the appearance of Fr. Felix Phiri’s book entitled, Muslim Associations and the Resurgence of Islam in Zamba in 2008, a number of scholars and students of religion in the country have done some research on Islam in different areas of Zambia. Kelvin Phiri and Joseph Hachintu in the fourth article identify the variety of Islam in Isoka and the nature of community engagement that Muslims there are undertaking. Judith Lubasi Ilubala Ziwa, Joseph Hachintu, Nicholas M. Haambokoma and Maligelita J. Njovu in the fifth article argue that the church in Kabwe District remains predominantly patriarchal as far as distribution of leadership roles on the basis of gender was concerned – an equitable application of gender equality within the church was yet to be realised. The last article by Julius Zulu and Kenny Changwe explores the academic factors behind the low mean pass percentage of Candidates from 2011 to 2022 that Zambia as a country has continuously recorded in RE senior secondary final examination with a view to helping teachers of RE and Candidates make the best progress possible in RE. The authors have established the following problems – negative attitude towards RE by teachers and learners, poor instructional materials for RE, poor teaching approaches by RE teachers and curriculum design mismatch with material content and assessments. Chief Editor, Prof. Austin Mumba Cheyeka (PhD)