An analysis of spiritual capital in religious education with insights from Türkiye
JOURNAL OF BELIEFS & VALUES-STUDIES IN RELIGION & EDUCATION, 2026 (AHCI, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/13617672.2026.2701198
- Dergi Adı: JOURNAL OF BELIEFS & VALUES-STUDIES IN RELIGION & EDUCATION
- Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Agricultural & Environmental Science Database, ATLA Religion Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Religion Database (ProQuest), Sociology Source Ultimate (EBSCO)
- Dokuz Eylül Üniversitesi Adresli: Evet
Özet
This study clarifies the concept of spiritual capital (SC) and its relevance to Religious Education (RE) by proposing a model that links theory to classroom practice. Using a systematic literature review with PRISMA-guided screening and thematic analysis, forty-three studies were synthesised. The resulting framework, informed by Verter's typology and Smart's model, identifies six components of SC: religious knowledge; morality and ethics; religious materials and objects; religious-oriented groups; religious experiences; and religious beliefs and commitments. Situated within T & uuml;rkiye's RE ecosystem - formal and university-based RE, Diyanet's state-regulated non-formal provision, and informal family/community settings - the model explains how SC operates as both an individual and collective resource shaping knowledge, character, belonging, and civic engagement. It specifies actionable levers for educators: cultivating knowledge ecologies and dialogic engagement; ensuring equitable access to materials, spaces, and opportunities for practice; governing group interactions ethically to build trust and cooperation; and designing experiential, reflective pedagogies that scaffold students' meaning-making. By distinguishing SC from, yet relating it to, religious capital, the study offers conceptual clarity while translating insights into practical guidance for curriculum and teacher education. The framework advances value-based, holistic education in T & uuml;rkiye and offers a transferable template for comparative contexts.