This study explores how gamification and game-based learning can be understood and justified within the context of religious education in Swedish upper secondary schools. With a focus on the revised subject syllabus for religious education (Gy25) and the Swedish national curriculum, the study investigates how these approaches can support student motivation, learning and engagement. The research is grounded in Self-Determination Theory (SDT), focusing on the psychological needs of autonomy, competence and relatedness. A qualitive document analysis was conducted, analysing curriculum texts and selected academic literature on gamification and game-based learning. The findings suggest that both gamification and game-based learning can stimulate students´ intrinsic motivation when well designed and aligned with pedagogical goals. Specific benefits include increased student autonomy, more engaging feedback mechanism and enhanced opportunities for collaboration. However, the study also highlights potential challenges, such as the risk of anxiety linked to competitive elements and the need to ensure that gamified activates do not compromise the depth of learning, particularly in a subject dealing with complex and sensitive topics like religion. The study contributes to the limited body of research on gamified religious education in a non-confessional Swedish context and offers didactic implications for teachers seeking to implement the methods in a meaningful way.