This thesis presents a semiotic analysis of women's representation in educational resources within the field of religious education, focusing on two televised program series. The central research question explored is: "How are women represented in educational resources for religious education?" Grounded in gender theory, which examines how gender is constructed and maintained through repeated actions and social norms, the study employs a semiotic method to analyze the visual and symbolic representations of women within these materials. Gender theory, particularly relevant in this context, focuses on understanding how gender roles are created, reinforced, and perpetuated through cultural and social practices, and it provides a framework for analyzing how these roles are depicted in media. The semiotic method involves a detailed examination of the signs, symbols, and narrative structures used in the educational resources to understand how meaning is constructed and communicated to the audience. This method is particularly effective for uncovering the underlying messages about gender that may not be immediately apparent but are embedded in the visual and auditory elements of the media. The findings reveal that women are predominantly depicted as passive observers, secondary figures, and are afforded limited space within the narratives. While there are a few exceptions, the overall portrayal aligns with established patterns of marginalization observed in previous research. The research highlights the strengths and weaknesses of these educational resources, underscoring the importance of critically engaging with such materials to foster a more inclusive and nuanced understanding of religious narratives. By examining the semiotic mechanisms that sustain these portrayals, the study contributes to ongoing discussions about the need for more balanced and equitable educational resources. Such resources would better reflect the diverse roles women play within various religious traditions, allowing educators to address and mitigate the deficiencies found in these series. The study suggests that a critical approach to analyzing educational materials can significantly enhance our understanding of the norms and assumptions that underpin gendered representations in religious contexts. This research emphasizes the need for educators to adapt their teaching methods to supplement the limitations identified, thereby enhancing the overall quality of religious education and promoting a more comprehensive and inclusive view of gender within religious studies.