As Western societies experience increasing secularization and religious diversity, many countries—including Sweden—have adopted or supplemented religious education with broader worldview education. While this shift aims to encourage inclusivity, prevailing definitions of “worldview” remain overly focused on belief, limiting students’ capacity for what I term Critical Worldview Engagement—the ability to critically discuss sensitive, worldview-related issues—and for Personal Worldview Development—the reflective shaping of their own perspectives. In this chapter, I critique the belief-centric understanding of worldviews in Swedish educational curricula and academic literature, arguing that it inadequately prepares students for democratic participation. Instead, I propose that we expand the concept of worldview to include non-doxastic attitudes such as hope, assumption, acceptance, and trust. These belief-less attitudes are often more appropriate in navigating sensitive and controversial worldview-related issues. The chapter demonstrates how incorporating non-doxastic attitudes can enrich classroom discussions, better support students’ personal growth, and strengthen the democratic aims of education. Though I center my attention on Sweden, the discussion is relevant to international scholarship on worldview education as well.