Comparison of distance and face-to-face training practices in inclusive education

Teachers' knowledge of inclusive education policies and principles is a fundamental component of their professional development. This study aims to compare the effects of face-to-face and distance education on teachers' awareness of inclusive education. The study included 34 teachers from a primary school in Ankara's Mamak district during the 2023-2024 academic year. A two-group pre-test/post-test factorial design was used to compare the effectiveness of the methods. Data were collected using a Personal Information Form and the Inclusive Education Awareness Scale. A dependent-samples t-test was used for data analysis based on the results of the Shapiro-Wilk normality test. While the study's findings indicate that both modalities are effective, they reveal that the average awareness scores of teachers who received face-to-face education on inclusive education differed significantly from those of teachers who received distance education. However, the potential offered by distance education in light of technological advancements should also be considered. It is recommended that future research examine the effects of blended learning.