Özet:

Quranic instruction at theological schools offering advanced degrees in religious education is unique compared to most other forms of instruction because it combines academic study with practical application. The most important aspect of this course that sets it apart from others is the requirement for continuous monitoring of student progress and immediate feedback. After the theoretical information has been taught in class, it is important to spend time with each student to properly assess their progress. However, this is prevented by the fact that classes are already at their capacity limit, which is a disadvantageous circumstance for both the teacher and the students. Faculty workloads extend beyond the course, and students are referred to courses within or outside the department from time to time. This inevitably leads to dissatisfaction among some students. The present study conducted a survey among 251 second, third, and fourth-grade students in the Department of Religious Studies at Dicle University. The survey not only measures students' expectations, interest, and satisfaction with the Quran, but also examines how students benefited from these lessons during the pandemic period, which partially coincided with the Covid-19 outbreak. On this basis, this study identifies not only the students' abilities in teaching Quran, but also the problems encountered on the part of the students, the teachers and the system, and offers some solutions to these problems. Qualitative and quantitative research methods have been used together in this study.

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