The aim is to enable students to comprehend—based on psychological foundations—the religious perceptions and learning styles of individuals across different developmental stages. In this context, the objective is to equip students with the skills to interpret religious learning processes, design pedagogical approaches appropriate for developmental stages, and examine developmental phenomena in the field within an academic framework using qualitative data analysis methods (such as interviews, narrative analysis, etc.).

This course examines the lifelong development—from childhood to old age—of an individual's beliefs, morality, and religious conceptions, centering on psychological and learning theories. It addresses the impact of cognitive, affective, and psychosocial developmental stages on religious learning processes in light of constructivist approaches, virtue-value-action models, and data from qualitative field research.