Snapshot of Faculty Readiness for Emergency Remote Teaching During the COVID-19 Pandemic in Türkiye

Abstract

This study aimed to examine the faculty members’ readiness and adaptation to the emergency remote teaching (ERT) process in higher education institutions in Türkiye. The research was an embedded mixed-method design, integrating qualitative data within a predominantly quantitative framework. Data were collected via an online questionnaire developed by the researchers, consisting of six subsections with 26 closed-ended and six open-ended questions. The participants included 185 male and 199 female faculty members from 76 different higher education institutions in Türkiye. Before the pandemic, many higher education institutions lacked experience with online teaching, LMS, and video conferencing tools, using mainly presentations, documents, and PDFs. During the pandemic, Moodle, Google Classroom, and Zoom became widely used, and faculty shifted to using more presentations, PDFs, and videos, with homework and online exams as the primary assessment methods.Higher education institutions adapted quickly to online teaching but faced major technical and instructional challenges. Most relied on personal devices and internet access without receiving institutional training or support for digital content creation, assessment methods, interaction strategies, or technical assistance. The findings underscore the need for targeted institutional support to better prepare faculty for future remote teaching scenarios.