This study aims to examine the sources and levels of Islamic belief-related knowledge among individuals aged 60 and over residing in Ankara, as well as the reflections of this knowledge on their personal and social lives. The research focuses on the place of religious knowledge in individuals’ lives, the means and sources through which it is acquired, the challenges encountered during the acquisition process, and how interest in religious knowledge develops over time. Conducted between October 2024 and May 2025, the study employs a qualitative research design utilizing semi-structured interviews with 12 participants aged between 61 and 80.

The interview questions are structured around two main themes: (1) sources of knowledge and the acquisition process; and (2) knowledge of Islamic creed (ʿaqīda) and the fundamental articles of faith (arkān al-īmān). The educational backgrounds of the participants range from incomplete primary education to university degrees. The most common sources of religious knowledge include imam-hatip schools, family elders, formal schooling, and religious books, while modern media—particularly television—also plays a notable role. Institutional sources such as Diyanet TV are followed by only a limited number of participants. While some participants had access to religious learning in early life, others only developed interest in religion at later stages.

Participants' levels of knowledge regarding the articles of faith vary significantly. Responses to questions about belief in God, prophets, angels, divine books, predestination (qadar), and the hereafter (ākhira) fall into four categories: those with systematic knowledge, those with partial knowledge, those with inaccurate or incomplete knowledge, and those offering intuitive responses. It was observed that participants with lower levels of formal education had limited knowledge in areas such as the names and attributes of God, the nature of angels, and the identification of divine scriptures and prophets. In contrast, those with higher education (especially university graduates) provided more structured and academically informed answers.

Participants stated that possessing knowledge about faith contributed to becoming a better person in daily life, helped them avoid moral mistakes, and brought inner peace. However, some reported difficulties expressing themselves due to gaps in their knowledge and highlighted challenges in learning religious concepts, such as difficulties with memorization, lack of parental support, and limited access to educational opportunities during their youth.

In conclusion, this study reveals the multilayered nature of elderly individuals’ experiences in acquiring religious knowledge, the strong correlation between educational background and knowledge level, and the impact of religious knowledge on both everyday life and spiritual well-being. The findings emphasize the importance of acquiring religious knowledge from reliable sources at an early age and suggest that religious education policies should be restructured with age-specific approaches to better address the needs of different demographic groups.