The role of Religious Culture and Moral Knowledge courses in providing social integration in a multicultural environment (An example of Iğdır province)

With this study which was carried out using qualitative research method in phenomenological design, it is aimed to determine the compatibility of 2018 DKAB curricula and textbooks with social integration by taking the province of Iğdır as an example, to reveal the effectiveness / sufficiency of DKAB courses in providing social integration in a multicultural environment, based on the opinions of teachers who are the implementing actors of DKAB curriculum, to develop suggestions on this subject and to contribute to the program studies at this point. The research was carried out by collecting data from a total of 25 DKAB teachers, 13 male and 12 female working in different schools in Iğdır where the students attended in the 2020-2021 academic year from different socio-cultural backgrounds. Purposive sampling method was chosen for sampling and, snowball or chain sampling approach was preferred as an approach. Interview and observation methods, which are among the qualitative data collection methods, were used in the research and in the interviews one-on-one interview approach was adopted. A semi-structured interview form was used as a data collection tool. This study, which deals with the determination of the effectiveness / efficacy of DKAB courses in social integration, was found to be important for the literature in terms of the lack of existing studies in the field and the idea of ​​being a guide for DKAB teachers working in multicultural environments. As a result of the research, it is possible to say that there are some meanings and expressions related to social integration directly or indirectly in DKAB curricula and textbooks, and in this aspect, it is compatible with social integration. On the other hand, it is concluded that DKAB courses are sufficient to include integrative themes over religious and national values ​​and to provide social integration through these values and it is also concluded that for these courses to be affective on the audience who are in multicultural environment, DKAB teachers' teaching styles, attitudes and behaviors are mainly playing an important role with some other factor.