An examination of the religious music program included in the educational activities of the Diyanet Academy

This study aims to provide an in-depth analysis of the Religious Music Program, an in-service training initiative offered by the Directorate of Religious Affairs. In this context, the analysis focused on the program's course content, the instructional strategies employed, the desired competencies and behaviours intended for the participants, as well as the challenges faced during implementation and proposed solutions based on participant feedback.The research utilised with a case study design from qualitative research methods. Data were collected through document analysis, literature review, semi-structured interviews, focus group discussions, and observations tools. The research participants included trainees enrolled in the Religious Music Program during the 2022-2023 academic year, instructors, administrative staff of the Diyanet Academy, and directors of the educational centres where the programme was carried out. The data were analysed using content analysis method. As a result of this research, it was determined that the courses included in the program are of a nature that would support the trainees both professionally and musically. It was observed that the courses were delivered using traditional teaching methods, such as the "meşk" system and lecture-based instruction. The program's objectives included enhancing the professional skills of trainees, who were primarily mosque personnel, fostering their musical development, increasing their musical awareness, and equipping them with the ability to perform original religious recitations. Additionally, the program aimed to train religious music instructors who can serve within the Diyanet Academy. Challenges identified included the absence of a standardised curriculum, insufficient dissemination of recruitment information, inconsistencies in exemption policies for trainees, and issues related to food, cleanliness, and internet access at the training centres. Recommendations for improvement included the standardisation of teaching materials, increased use of social media for recruitment announcements, limiting trainees' responsibilities to evening (Isha) prayers, and conducting inspections of the training centres to address these issues.