The pursuit of knowledge has held a central place in Islamic civilization since the advent of Islam. Encouraged by Prophet Muhammad himself, the acquisition of knowledge became both a religious and cultural duty for Muslims. This principle deeply influenced the Ottoman Empire, where education and higher learning were considered essential elements for the state’s prosperity and legitimacy. The establishment of madrasas and later, formalized universities, reflects the importance attributed to scholarly institutions by the Ottoman sultans—especially Sultan Mehmed II.
The development of education and higher learning in the Ottoman Empire was driven by Islamic values, state ambition, and the vision of rulers like Sultan Mehmed II, who institutionalized science and learning through state-supported madrasas and early universities.
In Islam, knowledge is not only a virtue but also a responsibility. Prophet Muhammad is famously quoted as saying, “Seek knowledge from the cradle to the grave,” and “Seeking knowledge is an obligation upon every Muslim.” These teachings inspired early Islamic societies to prioritize education, creating a foundation that the Ottomans would later build upon.
After the conquest of Constantinople in 1453, Sultan Mehmed II took major steps to formalize higher education. He founded the Fatih Külliyesi, a complex that included a mosque, hospital, and a series of madrasas which functioned as the first Ottoman “university-like” institutions. He also invited scholars from different parts of the Islamic world, supporting the sciences, philosophy, and religious studies alike.
Following the conquest, Istanbul became a vibrant intellectual hub. New madrasas such as Sahn-ı Seman were established, offering advanced studies in Islamic jurisprudence, logic, astronomy, and medicine. These institutions symbolized the fusion of religious devotion to scientific inquiry and laid the groundwork for a long tradition of Ottoman scholarship.
Ottoman higher learning emerged from a deep Islamic legacy of valuing education, strengthened by state support and visionary leadership. The integration of knowledge, faith, and political will gave rise to institutions that not only educated elite bureaucrats and scholars but also shaped the intellectual identity of the empire.
