An Evaluation of Online Complaints About Qur’an Courses for 4-6-Year Olds: The Case of sikayetvar.com

Abstract

The number of Qur’an courses for 4-6-year-olds affiliated with the Presidency of Religious Affairs has significantly increased since its pilot launch in 2013-2014. Parents, who send their children on these courses, anticipate a specific standard and quality from these educational institutions for their children. However, when these expectations aren’t met, parents often voice their dissatisfaction, sharing complaints within their social circles in the micro field and to a larger audience in the macro area. In Turkey, the platform “sikayetvar.com” is one avenue for publishing such grievances. This platform was chosen because it is the country’s first complaint platform, has a free membership option, and a user-friendly complaint-sharing interface. In this respect, the study uses qualitative research methods to analyze and evaluate themes related to complaints about 4-6-year-old Qur’an courses published on “sikayetvar.com” from 2019 to the present. The data analysis involved document scanning and content analysis. The nature of developments and changes enables individuals to shape their service-related preferences and choices. Hence, there is a belief that contributing to the advancement of the 4-6 age group Qur’an courses offered by the Presidency of Religious Affairs, alongside identifying and evaluating the complaints expressed by parents sending their children to these courses, would ultimately enhance the institution’s organizational structure and the quality of services provided. Initially, 166 complaints concerning the 4-6 age group Qur’an courses were compiled into a Word document from the mentioned website. Subsequently, these complaints were categorized under four distinct themes: registration and fees, personnel, facilities, and others. The theme of registration and fees (n:74, %44.5) encompassed complaints centered around the limitations imposed by quotas and course fees. Complaints associated with the personnel theme (n:76, 45.7%) focused on issues concerning course managers, instructors, assistants, and personnel in other capacities. Under the facilities theme (n:15, 9%), the predominant concerns were physical facilities, hygiene, noise, and transportation. The remaining complaints were grouped under the others themes (n:13, 7.8%). The themes of registration and fees, as well as personnel, garnered the most complaints. When viewed from an institutional standpoint, the complaints can be regarded as constructive feedback aimed at enhancing both the quality of service and overall user experience. Following the expression of dissatisfaction in the form of a complaint, it is expected that the dissatisfaction will be considered, evaluated, and resolved, leading to the elimination of the discontent. Indifference towards complaints and non-solution-oriented approaches can weaken and damage the connection/relationship between citizens and the institution, affecting the institution's perceived competence in one of the most sensitive matters, which is the perspective on religion, and leading to questioning the institution’s authority in religious matters. In cases of trust and loyalty erosion, citizens, considering the challenges posed by the accuracy and source of information in today's context, may rely on the opinions and claims of different individuals. This situation can affect social unity and solidarity, potentially leading to marginalization and othering. Based on this, it can be said that to improve service quality and meet expectations and demands continuously, careful management of complaints is needed.