Problems Encountered and Suggested Solutions in Distance Education

The Covid-19 pandemic, which emerged in early 2020, necessitated an abrupt and large-scale transition from traditional face-to-face education to distance learning modalities across the globe. This sudden shift led to a series of systemic and pedagogical challenges for all stakeholders involved in the education process, including teachers, school administrators, parents, and students. The disruption not only affected instructional delivery but also revealed critical deficiencies in digital infrastructure, pedagogical preparedness, and socio-emotional support mechanisms. The present qualitative study aimed to identify the problems encountered during the distance education process and explore stakeholder-driven solution proposals within the specific context of Sakarya province, Türkiye. The study group consisted of 40 individuals (10 teachers, 10 administrators, 10 parents, and 10 students) representing various educational levels ranging from preschool to high school. Data were collected through semi-structured interviews and analyzed using content analysis techniques to derive themes and categories that reflect common experiences and challenges. Key findings indicate that stakeholders faced a wide range of issues, including limited access to technological tools and stable internet connections, especially among students from disadvantaged backgrounds. Participants emphasized a significant lack of interaction between students and teachers, as well as among peers, leading to increased social isolation and reduced academic motivation. Furthermore, difficulties in monitoring student participation and learning progress, challenges in using the EBA (Education Informatics Network) system, the need for guidance and counseling support, and inconsistencies in lesson planning and knowledge transmission were among the most frequently reported concerns. The study highlights the importance of developing more equitable and resilient digital education infrastructures, teacher training programs, and inclusive policies to ensure the continuity and quality of education in crisis contexts