Hafızlık Eğitimini Yarıda Bırakmanın Akademik Gelişim Üzerine Etkisi

Yıl 2026, Sayı: Hafızlık Özel Sayısı, 274 - 313, 25.03.2026

Esra Güç , Cemil Osmanoğlu

https://doi.org/10.18498/amailad.1805250

https://izlik.org/JA65ZN73JG

Öz

Bu çalışmada, hafızlık eğitimini yarıda bırakmanın bireylerin sonraki akademik gelişimleri üzerindeki etkileri incelenmiştir. Araştırmada, hafızlık eğitiminden ayrılmanın katılımcıların öğrenme ilgilerini, okul ve öğrenme ortamlarına uyumunu, çalışma alışkanlıklarını ve akademik yönelimlerini nasıl etkilediği anlaşılmaya çalışılmıştır. Durum çalışmasına göre kurgulanan araştırmada, hafızlık eğitimini yarıda bırakmış 27 kişiyle yarı yapılandırılmış görüşmeler yoluyla veri toplanmıştır. Katılımcılara hafızlık eğitiminden ayrılma nedenleri, ayrılmanın öğrenme ilgilerine, okul ve öğrenme ortamlarına uyumlarına, çalışma alışkanlıkları ve akademik yönelimlerine etkisine dair sorular sorulmuştur. Veriler, katılımcıların deneyimleri arasındaki anlam örüntülerini belirlemek için içeriksel ve tematik analize tabi tutulmuştur. Hafızlık eğitimini yarıda bırakma nedenleri arasında ezber ile örgün eğitimi birleştirme kaynaklı zorlukların, öğreticilerle ilgili sorunların, ezber sistemlerindeki değişikliklerin, kişisel ya da ailevi faktörlerin öne çıktığı görülmüştür. Hafızlık eğitimlerini yarıda bırakmış olmalarına rağmen, tüm katılımcılar fırsat verilmesi halinde hafızlıklarını tamamlama arzusunda olduklarını dile getirmişlerdir. Hafızlık eğitimini yarıda bırakmanın akademik etkileri katılımcılar arasında farklılıklar göstermiştir. Bazıları, okul derslerine yeniden odaklanma, çalışma alışkanlıklarında iyileşme ve ezberle ilişkili stresten kurtulma gibi olumlu sonuçlar bildirmiştir. Bu kişiler için hafızlık eğitiminin sona ermesi daha fazla zaman, zihinsel alan ve duygusal denge sağlamış, bu da -kendi ifadeleriyle- akademik bağlılıklarını desteklemiştir. Bununla birlikte, çoğunluk akademik motivasyonda azalma, başarısızlık kaygısı, okul ortamlarına uyum sağlamada zorluk ve çalışma disiplininin kaybolması gibi olumsuz sonuçlar dile getirmiştir. Yetersizlik duygusu, sosyal geri çekilme ve damgalanma korkusu da ortaya çıkan sonuçlar arasındadır. Araştırmada genel anlamıyla, hafızlık eğitimini bırakmanın yalnızca bir başarısızlık olarak değil, etkileri kişisel dayanıklılığa, çevresel desteğe, örgün-yaygın eğitim sistemleri arasındaki entegrasyona bağlı olan bir geçiş deneyimi olarak görülmesi gerektiği sonucuna ulaşmıştır. Çalışmada, hafızlık eğitimini yarıda bırakmanın ardından yaşanan akademik zorluklarla başa çıkmada sosyal desteğin belirleyici rolü vurgulanmıştır. Aile, okul ve akran desteği alan katılımcıların örgün eğitime daha başarılı şekilde uyum sağladığı söylenebilir.

Anahtar Kelimeler

Din eğitimi , Hafızlık eğitimi , Akademik gelişim , Okul terki deneyimleri , Eğitsel uyum.

Destekleyen Kurum

Bu araştırma TÜBİTAK 2209-A kapsamında desteklenmiştir. (Proje no: 1919B012467791)

Proje Numarası

1919B012467791

The Effect of Interrupting Hifz Education on Academic Development

https://izlik.org/JA65ZN73JG

Öz

This study explored the effects of discontinuing hifz (Qur’an memorization) education on individuals’ later academic development. The research sought to understand how the experience of dropping out from an hifz training influences participants’ learning motivation, school adaptation, study habits, and academic aspirations. Employing a case study design, the study gathered data through semi-structured interviews with 27 individuals who had previously withdrawn from hifz education. Participants were asked open-ended questions concerning their reasons for leaving, their subsequent interest in learning, adaptation to school environments, study habits, and academic orientation. The data were analysed thematically to identify patterns of meaning across participants’ experiences. The findings revealed that reasons for leaving hifz education were multifaceted, including the difficulty of combining memorization with formal schooling, challenges related to instructors, changes in memorization systems, and personal or familial factors. Despite discontinuing their studies, all participants expressed a desire to complete their memorization if given the opportunity, indicating a persistent sense of spiritual commitment and the wish to make amends. The effects of dropping out varied significantly among participants. Some reported positive academic outcomes, including renewed focus on school subjects, improved study habits, and relief from the stress associated with memorization. For these individuals, the end of hifz education allowed for greater time, mental space, and emotional balance, which supported their academic engagement. However, a majority experienced negative consequences, such as decreased motivation, anxiety about failure, difficulty adapting to school environments, and loss of study discipline. Feelings of inadequacy, social withdrawal and fear of stigmatisation were also among the conditions that challenged academic development. In general terms, the study concluded that dropping out of hifz education should be seen not only as a failure but also as a transitional experience whose effects depend on personal resilience, environmental support, and integration between religious and formal education systems. The study emphasised the decisive role of social support in coping with the academic adjustment process and difficulties experienced after dropping out of hifz education. Participants who received empathy and guidance from their families and peers seem to have adapted to formal education more successfully.

Anahtar Kelimeler

Religious education , Hifz education , Academic development , Dropout experiences , Educational adaptation.

Destekleyen Kurum

This research was supported under the TÜBİTAK 2209-A program. (Project no: 1919B012467791)

Proje Numarası

1919B012467791

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