A study on the emerging new educational centers within the theology and madrasa equation

In recent years, new educational centers have emerged in Turkey within the field of higher religious education, offering theology faculty students accommodation and scholarships while providing an education similar to the classical madrasa curriculum. The emergence of these centers, established by religious foundations and associations, seems to be influenced by the perception that contemporary madrasas are distant from modern academic approaches and that theology faculties fail to provide sufficient depth in traditional religious sciences. This study examines these new educational centers in the context of higher religious education. The research first briefly addresses the history of classical religious education, then evaluates contemporary madrasa and theology faculty programs. The study focuses on the support these new centers offer students—such as scholarships, accommodation, and education—and seeks to identify their contributions to the students. The research was conducted using a qualitative method, with two educational centers operating in Istanbul selected as the study group. Semi-structured interviews were conducted with administrators, instructors, and students at these centers, analyzing aspects such as their position within higher religious education, their impact on students, and their curricula. The data obtained were evaluated and interpreted through a descriptive analysis method. According to the findings, although these new educational centers aim to integrate traditional madrasa education with contemporary approaches, the results indicate that this synthesis has not been fully achieved. The programs predominantly focus on classical text readings, while modern educational elements are introduced mainly through the students' concurrent attendance at theology faculties. As a result, rather than forming an integrated educational structure, two parallel processes are carried out side by side. The students interviewed stated that benefiting from both sources provided them with a broader perspective and enhanced their professional outlook. The study reveals that while students attend theology faculties, these new centers play a significant role by offering support such as scholarships, accommodation, access to classical sources, and Arabic language courses. Rather than competing with madrasas or theology faculties, these centers aim to serve as "complementary" institutions, offering theology students the opportunity to benefit from the classical madrasa education system as well. However, the lack of official recognition as "educational centers" brings issues such as the absence of regulation and oversight. As a result, there is a need to focus more deeply on "complementary" educational institutions in higher religious education.