Sürdürülebilir Kalkınma Amaçları

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• MakaleYalnız künye2026Scopus SJRQ1/r/bayburt/12728
  From spiritual resilience to moral maturity: the role of religious education

  Dombak, Kübra; Yayla, İbrahim Erdoğan; çelik, Eyüp

  This study examined the mediating role of life in meaning and the moderating effect of religion education on the relationship between spiritual resilience and moral maturity. Data were collected using the Moral Maturity Scale, The Spiritual Resilience Scale and Meaning in Life Scale. The participants consisted of 203 women and 133 men aged 19–63 living in Turkey. Spiritual resilience, moral maturity, life in meaning and religion education were tested in the study using Hayes Process Macro Model 8 moderated mediation. The results revealed that life in meaning mediates the relationship between spiritual resilience and moral maturity. Additionally, the mediating model was found to be stronger among individuals who had received religion education. Furthermore, receiving religion education was found to have a moderating effect on the relationship between spiritual resilience and the presence of the meaning sub-dimension. These findings were discussed in the context of relevant literature.

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• MakaleYalnız künye2026Scopus SJRQ1/r/bayburt/11507
  Reading intentions, not just behaviours: a NIKOM-informed pedagogical approach for religious education

  Çinici, Murat

  Religious education (RE) meets a recurring diagnostic problem: a pupil can recite doctrine, join in ritual talk, and give the ‘right’ moral answer while the underlying belief stays untouched. This article introduces the Intention Code Model (NIKOM; Niyet Kodu Modeli) to RE as a disciplined language for that problem. NIKOM is a mechanistic cognitive framework built on conditional IF→THEN ‘codes’ that probabilistically chain, activate, and align bodily and cognitive systems, and can be rewritten. Its central claim–a surface-compliance paradox, whereby observable behavioural change need not indicate code-level change–maps onto Kelman’s distinction between compliance and internalisation. The article sets out NIKOM for an RE readership, positions it among established RE pedagogies, distinguishes it from Gollwitzer’s implementation intentions, and derives a pedagogical stance, dialogue moves, and a developmental proposal for ‘code literacy’, with worked religious and non-religious vignettes for primary and secondary levels. The setting is non-confessional, educational RE; behaviour is no index of belief, and the affective and spiritual dimensions of learning are not reduced to cognition alone. NIKOM is offered as a theoretical synthesis awaiting validation, not a proven method; the article closes with an ethical analysis of ‘rewriting’ pupils’ codes and a research agenda.

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