Özet:

This article focuses on the evaluation of the metaverse in the context of formal religious education based on the past and present of web tools. It has been prepared using the method of document analysis in order to discuss the change/transformation in the curriculum of Religious Culture and Moral Knowledge (DKAB) lessons and instructional technologies. The first part evaluates the metaverse and education in general. The second part is about religious education and Religious Culture and Moral Knowledge lessons. The evaluation of Religious Culture and Moral Knowledge lesson is designed in two dimensions. The first one is oriented towards the process of religious education / Religious Culture and Moral Knowledge lessons to build the individual's personality and identity, to be able to adopt and live moral values consistently, and to gain a vision to make sense of life. The second is the dimension of the metaverse as a instructional technology that appeals to many senses, enables interaction and enriches the lesson contents. Considering the aims and vision of Religious Culture and Moral Knowledge lessons- not only to impart religious knowledge in a planned way through various methods- but also to give meaning to life and to build a religious/morally consistent identity and personality, it seems necessary to revise the educational philosophy and curriculum in accordance with this transitive and layered structure. In this respect, the metaverse suggests a change in curriculum, learning outcomes and teacher formation. When it is evaluated in the direction of instructional technology and lesson content production -in the early stages-, the use of metaverse in Religious Culture and Moral Knowledge lessons seems to be an upper stage of Web 2.0. In this context, metaverse can be considered as an adaptation/transformation to the new generation internet in the transfer of knowledge for Religious Culture and Moral Knowledge lessons.

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