Beyond Traditional Memorization: The Choir– Maqām–Meaning Model in University‐Level Hifz Education

This study investigates a multidimensional "choir–maqām–meaning" model for Qur’anic memorization (hifz) integrated with formal undergraduate education, ana-lyzed through the lens of Qira’at science and cognitive pedagogy. Departing from tra-ditional individualistic methods, this research evaluates the effectiveness of a collec-tive, melodic approach in sustaining student commitment. Utilizing a mixed-methods design at Kırşehir Ahi Evran University, data from a cohort of 20 students were ana-lyzed through open-ended questionnaires, thematic analysis, and descriptive statistics. Findings indicate that despite the high cognitive and physical demands of dual curric-ula, the integration of choir and maqām enhances long-term retention and minimizes phonetic errors while maintaining peak motivation through peer support. Crucially, this research serves as a pilot phase for an expansive interdisciplinary project. By es-tablishing a theoretical and practical foundation, it aims to pave the way for subse-quent neuroimaging stages utilizing fMRI, DTI, and EEG methodologies to investigate the impacts of this model on neuroplasticity and cognitive reserve. Thus, the study of-fers a novel perspective on how specialized religious training can contribute to brain-based learning and cognitive development within the higher education ecosys-tem.