Türkiye’de 1986-2024 Yıllarında Tamamlanan Din Eğitimi Başlıklı Lisansüstü Tezlerin Bibliyometrik Analizi
Bibliometric Analysis of Graduate Theses Titled Religious Education Completed 1986-2024 in Turkey

Summary/Abstract: Analysis to understand and evaluate scientific production on a topic or research area is often done using bibliographic data. This article aims, to examine and bibliometrically analyze the graduate theses related to religious education available on the National Thesis Center database of the Council of Higher Education in Turkey based on various parameters such as program type, university, institute, academic discipline, year of publication, research method, research areas, page count, advisor’s academic title, language, and gender of the researcher. The research employed a qualitative method supported by quantitative data. The study, identifies a total of 658 graduate theses, comprising 518 are master's and 140 doctoral theses. It is seen that these studies were completed between 1986-2024. The findings reveal that the majority of studies were master’s theses, with Marmara University and the Institute of Social Sciences being the most prominent institutions. The dominant academic discipline was the Department of Philosophy and Religious Sciences. The peak years for thesis production are 2019 for master’s and 2022 for doctoral theses. In terms of methodology, qualitative research was predominantly used. The thematic analysis showed that master’s thesis frequently focused on the philosophy of religious education, while doctoral dissertations emphasized educational practices in religious education. Turkish was the primary language of composition, and gender analysis indicated a higher representation of female researchers at the master’s level and male researchers at the doctoral level. Most advisors held the title of ‘Professor Doctor’. The results also indicate a quantitative and qualitative increase in graduate-level resesarch on religious education over time. In light of these results, it can be stated that various issues require in-depth investigation, including the relatively low number of doctoral studies, the need for the balance of methodological diversity, increased attention to the historical dimension of religious education, the expansion of academic staff in the field, and the promotion of foreign-language and interdisiplinary theses.

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