Özet:

The beginning from the designing phase of the implementation of the religious education activities, determining the appropriate methods, techniques and materials, preparing the educational environment, creating the social areas and ensuring the participation of the students who are the most important stakeholders of the education, will provide to increase in the success level of the theology in the religious education institutions. In this context, it is very important to take the opinions of the students in the social and cultural fields, especially in education and training, to detect of the issues, to reveal the statistical data in the related fields and to benefit from these data. Thus in the light of emerging ideas and offers that it is a necessity to put into implemented of the ideas which will contribute to the solidarity, socialization, information sharing, intellectual development among the students and to create the suitable higher education ground together with the students for more effective religious education. Theology faculties need to be constantly renewed taking into consideration the interests and needs of the students, develop the awareness of the changing world conditions to give an appropriate training to the aims and conditions of education. Therefore, this situation is made it essential to have adequate studies done to solve the existing problems. Research shows that many students are coming to theology faculties with great ideals and goals, but they are disappointed. Today, the instructive-centered understanding of education had changed and instead an understanding of education has been adopted that makes active learning necessary. In other words, a new education system is adopted, which is student-centered, which takes care of using different sources in information acquisition, foresees continuous development. Besides, a new education system has been adopted in which everyone, including instructive, learns throughout life. Religious educational institutions should also benefit from this transformation in education. In general, this understanding of religious education, in which the ongoing instructive is active and the student is passive, must change. Although the roles of the instructive and the learner are different in the theology of higher education institutions during the process of religious education, the parties must be equal in terms of contributing to the educational process as a result of the necessity of being a party. The demands, thoughts and opinions of the students who are one of the parties in religious education on the activities of religious education will contribute significantly to the development of religious education. Furthermore, the development of religious education activities in higher education institutions according to the conditions of the age and the characteristics of the students will play an important role in improving the quality of their output. In this context, the aim of our study is to determine students' perspectives on curriculum, education system, educational methods and techniques and teaching staffs, administrative structure and faculty in the example of Theological Faculty of Siirt. Another aim of the study is to reveal the purpose of the students' coming to theology and the attitudes of the students who are parties to the religious education process towards theology. The universe of the research is made up the students of Siirt University Theology Faculty. This research was conducted using the screening model which one of the methods of collecting quantitative data. Survey technique was applied to the selected sample group in suitable with the research model. The total number of senior students is 213 which selected as a sample group. However, as a result of examining the questionnaires applied to the sample group, 180 questionnaire forms were found suitable for evaluation. According to the findings, it is possible to make some evaluations. First of all, when we look at the gender status of the students who prefer the theology faculty undergraduate program, the ratio of female students is higher than male students. When we look at the type of school that students who prefer theology graduate, it has been observed that the number of arrivals in other high school types increased except for imam hatip high schools in recent years. This means that the faculties of theology, which had previously been forced to be preferred only by imam hatip high school students with the application of the coefficient applied to universities between 1999-2011, it reveals which have started to have a more colorful student profile with the students coming from other high schools. Another finding in research is that a high percentage of the participants (52.7%) preferred this section because of occupational anxiety and preferred against their will (family wish). 43.4% of respondents who prefer our religion to learn and serve religion correctly and comprehensively. This ratio is low than reason of choice from necessity. Finally, there are no participant who prefer faculty of theology to become cleric(imam). About the teaching staffs; although the students who participated in the study generally considered the instructors to be sufficient in their field, they found them inadequate in the use of appropriate methods and techniques and materials. The participants think that philosophy (85%) and formation (97.2%) lessons which given in the faculty of theology are necessary and useful. Participants think that educational opportunities in the faculty of theology provision to a sufficient degree their expectations. At the same time, studying in the faculty of theology led to a change of opinion in the majority of students (84.4%). Most of the participants have described this change of opinion as personality change and having a critical thinking with knowledge change. In the light of these results, it is possible to present some suggestions. Students should be given opportunities to improve from every angle, platforms where students can freely express their ideas should be established, faculty should be turned into a place where education and socialization are carried out together. Collaborate should be done with students in these issues, the relationship that between faculty administration and students should be strengthened. If necessary, the faculty student representative should be included in the faculty boards. In addition, lessons should be enriched in content, lesson materials should be updated. Teaching staffs should review telling lecture strategy, methods and techniques, should diversify the lecture tools and materials in accordance with the subjects. In addition, according to the findings of the research, it is seen that students have difficulty in Arabic lessons. Language teaching methods should be applied, new teaching materials with methods and techniques should be determined in Arabic teaching. On the other hand, theology programs should be revised again and organized according to the conditions of the day and the professional differentiation. Curriculums should create according to their service areas in the theology faculties, Students should take lessons according to the institutions in which they will work, and they should be directed to more practice. Consequently, in theology faculties which high religious education institutions the role of students is important for the development and transformation of the theology faculties and to be an ideal institution of higher religious education. In this context, it is important to apply more frequently to student opinions, to involve students in the process and to evaluate the appropriate opinions and suggestions of the students.

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