Changes in technology and communication have facilitated encounters between communities of different faiths. In today’s world, where geographical distances have lost their significance, the teaching of other religions has become a critical issue. This situation directly determines the nature and process of communication that individuals will establish with adherents of other religions—those defined as ‘the other’—as they construct their own worldviews. In Turkey, this process gained significance following 1982, when the subject of Religious Culture and Ethics was included in the compulsory curriculum. The central focus of this study is to examine the teaching processes of other religions within the secondary education Religious Culture and Ethics curricula from 1982 to the present day. In this research, which utilises document review and content analysis methods, the curricula and textbooks from 1982 to 2024 were identified as the data sources. In this study, the manner in which other religions are taught within the secondary school Religious Culture and Ethics curricula has been examined through comparison, in connection with the chronological changes in these programmes. The study is subject to limitations in terms of both time and curriculum scope. Periods during which religious education courses were optional, as well as primary school Religious Culture and Ethics curricula, fall outside the scope of this research. The study found that, within the framework of the teaching of other religions in curricula and textbooks, perceptions of religion and approaches to it have diverged markedly over time. Whilst the 1982 and 1992 curricula addressed other religions through an emphasis on ‘true and false’ religions and ‘corrupted’ religions, the year 2005 marked a fundamental paradigm shift in this area. The effects of the constructivist approach and the student-centred perspective can also be observed in the teaching processes of other religions. The 2010 curriculum represents a period in which topics were presented through a more academic classification. The 2018 curriculum, meanwhile, represents a phase of simplification in terms of the elements of the education and teaching process. Finally, in the 2024 Turkey Century Education Model, other religions have been removed from the category of ‘the other’ and are now treated as realities of the contemporary world.