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Information
| Unit | INSTITUTE OF SOCIAL SCIENCES |
| PHILOSOPHY AND RELIGIOUS STUDIES (PhD) | |
| Code | FDB841 |
| Name | Digitalization and Education of Religion I |
| Term | 2026-2027 Academic Year |
| Term | Fall |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Belirsiz |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Doç. Dr. Aslıhan ATİK |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
It aims to address the structural and methodological effects of digital transformation on religious education with theoretical depth.
Course Content
The relationship between digitalization and religious education, the theoretical foundations of religious education in the digital age, artificial intelligence and pedagogical partnership, technology and material design in religious education, digital platforms and the analysis of religious content, religious symbols and spaces in virtual environments, children’s religious development and perceptions in the context of digitalization, cyber ethics and religious education.
Course Precondition
No prerequisites are required.
Resources
Önerilen Kaynak ve Okumalar 1. Ders Notu ve Temel Kitaplar • Atik, A. (2024). "Teknolojinin Din Eğitimi ile Bütünleştirilmesinin İmkânı". R. Demir ve H. Sarı (Ed.), Dijital Dönüşüm ve Din içinde (s. 219-248). İstanbul: Kitap Dünyası Yayınları. • Atik, A. (2021). "Din Öğretiminde Teknoloji ve Materyal Kullanımının Planlanması". T. Yörük ve R. Demir (Ed.), Din Öğretiminde Teknoloji ve Materyal Geliştirme içinde (s. 153-176). Ankara: Nobel Yayınları. • Atik, A. (2022). Müslüman Çocuklarının Allah Anlayışlarının Gelişimi ve Eğitimi. Niğde: Asitan Yayınları. • Campbell, H. A. (2012). Digital Religion: Understanding Religious Practice in New Media Worlds. London: Routledge. • Campbell, H. A. ve Garner, S. (2016). Networked Theology: Negotiating Faith in Digital Culture. Grand Rapids: Baker Academic. • Palfrey, J. ve Gasser, U. (2013). Born Digital: How Children Grow Up in a Digital Age. Basic Books. • Köylü, M. (2018). Din Eğitimi: Temeller, İlkeler ve Yöntemler. Ankara: Nobel Akademik Yayıncılık. • Ayten, A. (Ed.) (2022). Din Bilimlerinde Nicel Yöntem: Teorik Temel, Analiz, Yorumlama ve Raporlama. İstanbul: Marmara Üniversitesi İlahiyat Fakültesi Vakfı Yayınları. 2. Diğer Kaynaklar (Makale, Rapor ve Güncel Çalışmalar) • Atik, A. (2025). "Din Eğitiminde Yapay Zekâ Destekli Godly Play Yaklaşımı: Hz. Yusuf Örneği". Manas Journal of Social Research, 14(3). • Atik, A. ve Yalaza, A. (2025). "Din Eğitimi Bağlamında 14-18 Yaş Öğrencilerinin Dini İçerik Üreten Youtuberlarla İlgili Görüşleri". Theological Academy, (21). • Atik, A. (2024). "Bir Öğretim Materyali Olarak Dini İçerikli Çocuk Kitapları". M. Başkonak ve Ş. Göküş (Ed.), Din Eğitiminde Çocuk içinde (s. 273-292). İstanbul: Kitap Dünyası Yayınları. • Atik, A. (2016). "Ernest Harms ve Ronald Goldman’ın Dini Gelişim Kuramları Bağlamında Dini İçerikli Çocuk Kitapları". Bilimname, (30), 493-514. • Prensky, M. (2001). "Digital Natives, Digital Immigrants Part 1". On the Horizon, 9(5), 1-6. • Hjarvard, S. (2008). "The Mediatization of Religion: A Theory of the Media as Agents of Religious Change". Northern Lights: Film & Media Studies Yearbook, 6(1), 9-26. • Selwyn, N. (2019). Should Robots Replace Teachers? AI and the Future of Education. Polity Press. • Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education in the 21st Century. UCL IOE Press.
Notes
Diğer Kaynaklar (Makale, Rapor ve Güncel Çalışmalar) • Atik, A. (2025). "Din Eğitiminde Yapay Zekâ Destekli Godly Play Yaklaşımı: Hz. Yusuf Örneği". Manas Journal of Social Research, 14(3). • Atik, A. ve Yalaza, A. (2025). "Din Eğitimi Bağlamında 14-18 Yaş Öğrencilerinin Dini İçerik Üreten Youtuberlarla İlgili Görüşleri". Theological Academy, (21). • Atik, A. (2024). "Bir Öğretim Materyali Olarak Dini İçerikli Çocuk Kitapları". M. Başkonak ve Ş. Göküş (Ed.), Din Eğitiminde Çocuk içinde (s. 273-292). İstanbul: Kitap Dünyası Yayınları. • Atik, A. (2016). "Ernest Harms ve Ronald Goldman’ın Dini Gelişim Kuramları Bağlamında Dini İçerikli Çocuk Kitapları". Bilimname, (30), 493-514. • Prensky, M. (2001). "Digital Natives, Digital Immigrants Part 1". On the Horizon, 9(5), 1-6. • Hjarvard, S. (2008). "The Mediatization of Religion: A Theory of the Media as Agents of Religious Change". Northern Lights: Film & Media Studies Yearbook, 6(1), 9-26. • Selwyn, N. (2019). Should Robots Replace Teachers? AI and the Future of Education. Polity Press. • Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education in the 21st Century. UCL IOE Press.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Understands the theoretical impacts and limitations of digital transformation on religious education methods. |
| LO02 | Defines the concepts of digitalization, digital religion, and digital pedagogy within the context of religious education. |
| LO03 | Explains AI-supported instructional models in religious education and the role of the “pedagogical partner” with examples. |
| LO04 | Recognizes digital materials used in religious instruction according to children’s literature and theological appropriateness criteria. |
| LO05 | Discusses the role of religious content and influencers on digital platforms in the religious development processes of young people. |
| LO06 | Explains the stages of adapting narrative-based methods such as Godly Play to digital environments. |
| LO07 | Analyzes religious identity construction in virtual environments and ethical problems encountered in the digital world from the perspective of religious education. |
| LO08 | Evaluates current studies in the field of digitalization and religious education from a methodological perspective. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Deepen the ability to use the basic concepts of the field in a specific area. | 5 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Evaluates the literature in national and international level. | 5 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Makes research in literature. | 5 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Uses the equipments used in the studies in the field. | 3 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Develops research proposals based on the literature. | 1 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Analyze, synthesize and evaluate new and complex ideas related to the field. | 5 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Can do original research in the field. | 5 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Determines a topic from the proposals and develops a report on this topic. | 1 |
| PLO09 | Bilgi - Kuramsal, Olgusal | Discuss and present the research report. | 1 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Using individual and team work skills in national and international projects | 1 |
| PLO11 | Bilgi - Kuramsal, Olgusal | Doctorate proficiency exam can produce results from the sources obtained during the preparatory work. | 1 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Interpret the acquired knowledge in written and oral form. | 5 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Effective use of a foreign language to follow international literature in the field | 2 |
| PLO14 | Bilgi - Kuramsal, Olgusal | He / She knows the basic sources of his / her forehead to use in scientific studies. | 4 |
| PLO15 | Bilgi - Kuramsal, Olgusal | Can work independently and as a member of a team. | 1 |
| PLO16 | Bilgi - Kuramsal, Olgusal | Follow ethical rules | 3 |
| PLO17 | Bilgi - Kuramsal, Olgusal | To be able to follow the international literature related to his / her field in written and oral communication and to have foreign language knowledge. | 1 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to the Course: An Introduction to the Relationship Between Digitalization and Religious Education | - | Öğretim Yöntemleri: Anlatım |
| 2 | Fundamental Concepts: Digital Religion, Digital Pedagogy, and Cyber Theology | - | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Theoretical Foundations of Digital Transformation in Religious Education | Reviews the previous week’s topic. | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma |
| 4 | Planning Religious and Values Education in the Digital Age | Reviews the previous week’s topic. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Beyin Fırtınası |
| 5 | Technology and Material Use in Religious Instruction: Strategic Approaches | Reviews the previous week's topic. | Öğretim Yöntemleri: Alıştırma ve Uygulama, Örnek Olay, Tartışma |
| 6 | Integration of Artificial Intelligence (AI) in Religious Education: Pedagogical Opportunities and Limitations | Reviews the previous week's topic. | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 7 | Digital children’s literature as a teaching material and religious-themed books. | Conducts research on religious-themed children’s books. | Öğretim Yöntemleri: Bireysel Çalışma |
| 8 | Mid-Term Exam | ||
| 9 | AI-Supported Narrative Methods: A Digital Godly Play Application (The Case of Prophet Joseph) | Comes to class having conducted research on the topic. | Öğretim Yöntemleri: Grup Çalışması |
| 10 | Digital Platforms (YouTube, Instagram) and the Influence of Religious Content Creators on Young People | Comes to class prepared after conducting research. | Öğretim Yöntemleri: Bireysel Çalışma |
| 11 | Digitalization and Religious Conceptions in Early Childhood (Perceptions of God, the Prophet, and the Qur’an) | Comes to class preparedafter conducting research | Öğretim Yöntemleri: Tartışma |
| 12 | The Meaning of Religious Spaces and Symbols in Virtual Worlds: Examples of Digital Mosques | Comes to class prepared after conducting research. | Öğretim Yöntemleri: Tartışma |
| 13 | Ethical Issues Brought by Digitalization: Cyberbullying and Religious Education | - | Öğretim Yöntemleri: Soru-Cevap, Anlatım |
| 14 | Digital Competence in Religious Education and the Transformation of Teacher Roles | - | Öğretim Yöntemleri: Anlatım |
| 15 | General Evaluation and Future Projections | - | Öğretim Yöntemleri: Tartışma |
| 16 | Term Exams | Ölçme Yöntemleri: Proje / Tasarım, Ödev |
|
| 17 | Term Exams | Ölçme Yöntemleri: Proje / Tasarım, Portfolyo |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 3 | 42 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 2 | 20 | 40 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 10 | 10 |
| Final Exam | 1 | 15 | 15 |
| Total Workload (Hour) | 149 | ||
| Total Workload / 25 (h) | 5,96 | ||
| ECTS | 6 ECTS | ||