Education in Imam-Hatip High Schools where international baccalaurate is applied

The purpose of this research is to evaluate the transformation processes of Imam Hatip High Schools in Turkey, where the International Baccalaureate program is carried out, in terms of teachers, students, school and program. The study was determined as a qualitative research design. The data of the research consists of baccalaureate organization documents of Kartal Anatolian Imam Hatip High School, International Murat Hüdavendigar Anatolian Imam Hatip High School, Nilüfer Anatolian Imam Hatip High School and Tenzile Erdoğan Imam Hatip High School. Content analysis technique was used in the analysis of the data, and the MAXQDA24 program was used in the preparation of data, coding, bringing the codes together, creating themes, and in the process of figures and tables of the data. Purposeful sampling was used to select the documents on which the document analysis would be applied. According to the results of the research; In Imam Hatip High Schools where the IB program is implemented, culture-based and multifaceted program objectives are included in a broad and balanced scientific knowledge content that focuses on differences. Emphasis was placed on values that highlight the social and global scope of the program, such as guiding students in the process of creating a peaceful world, inspiring and motivating students, implementing a holistic educational vision, providing lifelong learning opportunities by centering the student, and adapting to changing world conditions. It can be said that these values are compatible with the aims of religious education. In terms of measurement and evaluation processes; It includes evaluation elements such as continuity in evaluation, evaluation according to criteria, external evaluation, and aiming to objectively evaluate the quality of the program and student success. In conclusion; It has been suggested that the extent to which the program is reflected in daily educational practice should be evaluated, the pedagogical methods applied should be analyzed on site by making field observations, and the process should be analyzed from different perspectives by conducting interviews with students, teachers, parents and institution administrators. It has been observed that vocational course teachers do not take an active role in the implementation of the program. It has been observed that the IB program is mainly implemented in the field of Science and Culture courses in these schools, but it is not implemented in the field of Islamic Sciences.