Teaching about religions and the religious imperative in humans is probably not commonplace in educational systems. Teaching comparative religion can, of course, be found in some non-religious schools; the objective being education rather than indoctrination.
In this context, it is rather sad to observe those whose religiosity is superficial; that is, believing that theirs is the only religion to take one to God or, worse still, believing that their religious sect is the only correct one within that religion. Could one hope that religious leaders might inculcate a more ecumenical, or even a freethinking attitude? To accept all the sects within a religion as potentially equal is ecumenical. To accept all the major religions as also potentially equal (as I was taught as a boy) is tolerant freethinking.
Were all primary schools, including religious schools, to explore with their students what it is to feel awe at the supernatural, to develop a sensitivity to the numinous, and why this happens; to learn that, as all mankind shares this awe and sensitivity, there is a commonality of belief behind the diversity in expressing this awe and sensitivity; and that prayer and associated rituals can range from seeking succour, to expressing gratitude, to experiencing a rare one-ness with our Creator. Will we ever join together to achieve such an education?
Comparative religion can then be studied in high schools after the age of about 13, when the necessary conceptual capacity has been achieved, as one might study, say, alternative political paths and objectives, or economic policies. Divergent theologies might then be seen, not as competitive, but as alternative aids to belief.
Ultimately, one must reach the obvious conclusion: that there is an innate desire in all of us to merge with the Divine. It might take some of us some time to accommodate this urge.