A research on the continuity of Imam Hatip identity in universty life

The subject of this study is a research on the continuity of the Imam Hatip identity in university life. Based on this, the aim of our study is to evaluate the imam hatip identity experiences of students who graduated from Anatolian Imam Hatip High School and continue their university education in a department other than the faculty of theology. Interpretive phenomenological design (IPA), one of the qualitative research methods, was used in the research. Additionally, a semi-structured interview form was used as a data collection tool. The study group of the research consists of 15 male and female students who graduated from Anatolian Imam Hatip High Schools in 3 different provinces and are currently continuing their university education. Two themes emerged as a result of the questions asked to the participants during the interview. These themes are Imam Hatip years and university life. The theme of Imam-Hatip years is divided into school environment, lessons, teachers, friend environment, prayers and theology faculty categories. The school environment category was discussed with sub-codes as liking school, dormitory environment, confusion and forced adaptation. The courses category was evaluated as IHL vocational courses and cultural courses. The category of teachers was examined with the sub-codes of IHL vocational courses teachers and cultural courses teachers. The theme of the university years is discussed as the social environment, religious practices and the spirit of imam-hatip school. The social environment category was interpreted as friendship environment, being an imam hatip student at university, looking at others and absurd codes. The category of Imam-Hatip spirit is expressed with self-construction and difference codes. Although it was seen that the students formed their Imam Hatip identity after the Imam Hatip education, it was seen that they had advantages and disadvantages in maintaining this identity. At this point, some suggestions are included in the conclusion section of the study.