These schools provided basic education to young children. Students learned to read and write, as well as basic Arabic to understand the Quran. It was an introduction to religious education and literacy.

2. Intermediate-Level Madrasas

These madrasas offered more advanced religious education and started incorporating rational sciences like logic and philosophy. Students studied Islamic law (fiqh), hadith, and tafsir (Quran interpretation), preparing for roles as local religious leaders or teachers.

3. Higher-Level Madrasas (Hariciyye)

These were advanced institutions focused on deep studies of Islamic law, theology, advanced philosophy, and logic. Graduates were prepared for high-ranking roles like judges (kadis), scholars, and administrators in the empire.

4. Specialized Institutions (e.g., Darülfünun, Enderun)

These institutions offered specialized education in fields like medicine, mathematics, astronomy, and administration. They trained students for high-level positions in both religious and bureaucratic fields, like the Darülfünun for intellectuals and Enderun for future palace officials.

Actually, Ottoman Empire has blended naql and aql studies in curriculm.

Students have learned math and hadis together.

It enchanced them nicely.

Also student who gratuaded from medrese can access high position in government such as muftı, kadı or officer.

In first process students learn how they read quran and grammar of Arabic

In the second process students learn tefsir,fiqh and theology.

In the third process sciences such as Islamic sciences, philosophy, medicine, astronomy and mathematics were taught.

Additionally, Arabic grammar courses such as Sarf and Nahw are taught. Furthermore, subjects like Tafsir, Qira'at, Tajweed, and Logic are also part of the curriculum.In the lesson structure, students sit in a circle around the teacher. After the lesson is completed, they continue with memorization and discussion.

There were different levels of medreses:

1- Sıbyan Mektebi (Primary Schools) – Focused on basic literacy, Qur'an memorization, and simple religious knowledge.

2- Lower Medrese (Dâhil) – Introduction to religious and rational sciences.

3- Higher Medrese (Hâric and Dâhil) – Advanced study in Islamic law, philosophy, and sciences.

4- Sahn-ı Seman & Süleymaniye Medreses (Elite Medreses) – Founded by Mehmed II and Suleiman the Magnificent, these were the highest-level institutions, producing scholars and judges (qadis).

Education in Ottoman madrasas was carried out within a certain hierarchy and discipline. Students who received education in madrasas were called “taleba” or “softa”. Madrasa education usually consisted of three levels: ”ibtidai“ (beginning), ”middle“ and ”ali" (high). Different courses were taught at each level and students were subjected to exams to move to the upper level.

The courses taught in madrasas were divided into two as “ulum-ı transporta” (transferable sciences) and “ulum-ı akliye” (mental sciences). Among the transplanted sciences, Islamic sciences such as the Noble Qur'an, hadith, fiq Dec Dec, tafsir and kalam were included, while among the mental sciences there were disciplines such as mathematics, astronomy, medicine, philosophy and logic. This situation shows that the Ottoman madrasas did not only provide religious education, but also attached importance to positive sciences.

Teaching Methods in Madrasas

Education in Ottoman madrasas was usually based on the “teacher-talebe” relationship. The teachers would tell the lessons to their students and answer their questions. The lessons were usually processed by the ”negotiation" (discussion) method. This method would allow students to better understand the topics and develop an inquiring mindset. In addition, diplomas called “icazetname” were given in madrasas. These diplomas would show that students had reached a certain level and could now teach.

The Social and Cultural Role of Madrasas

Ottoman madrasas were not only an educational institution, but also an important part of social and cultural life. Madrasas trained professional groups such as cadi, mufti, teacher and physician needed by the state. In addition, the scholars who grew up in madrasas were responsible for finding solutions to the religious, legal and moral problems of society.