Analysis of the Perceptions of Arabic Teacher Candidates Regarding Mandatory Distance Education after the February 6th Earthquakes and the Efficiency of Conducted Classes: A Case Study of Adıyaman University* *

A disaster environment like an earthquake hinders education. However, in the aftermath of an earthquake, despite this hindering factor, students can continue their education uninterrupted with online learning, an urgent and important educational model. The need to continue education after the earthquake arose and distance education emerged as a solution to this situation. In this regard, the Council of Higher Education (Y & Ouml;K) decided to implement distance education for the spring semester of 2022-2023 as a rapid and urgent solution. In response to the problems encountered due to the earthquake, Ad & imath;yaman University, located in one of the provinces affected by the earthquake, was paired with Atat & uuml;rk University to make academic appointments, provide IT support, carry out joint activities, and prevent long-term educational loss. This research aims to analyse the perceptions of students in the Arabic Language Teaching department of Ad & imath;yaman University regarding the transition to mandatory distance education at Atat & uuml;rk University following the 7.9 magnitude Kahramanmara & scedil; Earthquake, referred to as the "disaster of the century" in Turkey, and to determine the effectiveness of the classes conducted in this process. This research was conducted using qualitative methods, the phenomenology model as one of the qualitative methods was applied. Data for the research were collected through semi-structured interview technique. The study group consisted of a total of 18 students, including 2nd, 3rd, and 4th-year students enrolled in the Arabic Language Teaching Department of the Faculty of Education at Ad & imath;yaman University during the spring semester of the 2022-2023 academic year. The data of the research were analysed by content analysis method. The findings of the research revealed that the participants' reactions to the transition to mandatory distance education due to the earthquake were initially negative. However, as the process continued, the majority of participants showed consideration for the decision to switch to distance education due to the earthquake, empathized with the situation, and believed that engaging students who were affected by the earthquake in education provided morale and motivation.