Ensuring Sustainability in Preschool Education in Rural Areas During the Pandemic Lockdown Period: Teachers’ Experiences

İbrahim Kandemir and Elif Akdemir ()
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İbrahim Kandemir: Department of Curriculum and Instruction, Institute of Social Sciences, Zonguldak Bülent Ecevit University, 67100 Zonguldak, Turkey
Elif Akdemir: Department of Educational Sciences—Curriculum and Instruction, Music and Fine Arts Education Faculty, Ankara Music and Fine Arts University, 06550 Ankara, Turkey

Sustainability, 2025, vol. 17, issue 1, 1-21

Abstract: The COVID-19 pandemic profoundly disturbed preschool education in Turkey, necessitating a rapid shift to distance learning for over 1.5 million children. The Ministry of National Education has established programs such as the Educational Content Network in Turkey. Also, the Turkish Radio and Television Association has made the TRT Preschool Application available online to support ongoing distance learning for preschool children. Preschool education in rural parts of Turkey was deeply impacted by the COVID-19 pandemic. While previous research has examined the challenges of distance education broadly, there is a limited exploration of preschool teachers’ experiences during the pandemic lockdown, particularly in rural contexts in Turkey. To ensure sustainability in preschool education during the pandemic lockdown period, this study aimed to examine the experiences of preschool teachers who participated in distance education in rural areas. A qualitative case study was conducted with 10 teachers working in schools located in rural areas with diverse geographical difficulties scattered within the province near the Black Sea to obtain insights into the experiences of preschool teachers during the pandemic. The maximum variation sampling was utilized to select preschool teachers educating children between 45 and 72 months. To promote and facilitate individuals’ participation in the research, the semi-structured interviews were conducted via videoconferencing due to the lockdown. The content analysis was used to discover the meaning of the data. The study revealed that while teachers adapted their teaching methods to prioritize children’s well-being, disparities in digital access and socio-emotional issues within families created significant barriers to learning. The challenges encountered significantly impacted the children’s development in multiple areas. This study emphasized the need for improved infrastructure, providing extensive teacher training, and implementing robust support mechanisms to ensure the comprehensive growth of children in all domains during potential disasters. More research should be conducted to improve teachers’ skills in applying effective teaching strategies in virtual environments.

Keywords: teacher experiences; distance education; preschool education; pandemic lockdown; rural education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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