The implementation of education received in the religious high specialization education centers of the Presidency of Religious Affairs into the field

The Presidency of Religious Affairs (Diyanet İşleri Başkanlığı), which is responsible for raising public awareness on religious matters, organizes various training programs in order to enhance the quality of the religious services it provides, update the knowledge of its personnel, improve their competencies, and prepare them to respond effectively to emerging needs. Among these training activities, one of the advanced-level programs carried out within the organizational structure of the Presidency is the specialization programs conducted in the Higher Religious Specialization Centers (Dini Yüksek İhtisas Merkezleri). The main purpose of this research is to examine the reflections of the education received in these Higher Religious Specialization Centers of the Presidency of Religious Affairs on practical fieldwork. In line with this aim, a comprehensive review of the relevant literature was conducted. As a result of this review, the existing studies and research were analyzed in detail, and the conceptual framework of the study was established using the findings and sources obtained. The research was conducted through a case study based on a qualitative research approach. The study group consisted of 17 individuals who had received training in Higher Specialization Centers. The analyses revealed that participants perceived the training in multidimensional terms such as scholarly development, professional advancement, contribution to religious service, and individual responsibility. The curriculum contents were systematically discussed under themes such as the balance between classical and modern approaches, lack of pedagogical formation, the need for social science courses, and the courses considered effective in practice. In addition, aspects such as training duration, impact on family life, academic intensity, lack of role models, and specialization within specialization were also evaluated. Participants emphasized the functions of the program in providing scholarly depth, accessing reliable sources, reaching authentic knowledge, and establishing effective communication with the social environment. They also offered suggestions for updating the curriculum, relating classical texts to contemporary issues, and improving pedagogical competence.