Reflections of Changing Education Models due to Disasters: Student Achievement Scores and Higher Education Teachers' Experience in Health School

EUROPEAN JOURNAL OF EDUCATION, cilt.60, sa.2, ss.1-10, 2025 (SSCI)

Yayın Türü: Makale / Tam Makale
Cilt numarası: 60 Sayı: 2
Basım Tarihi: 2025
Doi Numarası: 10.1111/ejed.70125
Dergi Adı: EUROPEAN JOURNAL OF EDUCATION
Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, Periodicals Index Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Public Affairs Index
Sayfa Sayıları: ss.1-10
Akdeniz Üniversitesi Adresli: Evet

This article investigates the impact of changing education models due to disasters (COVID-19 and the 2023 earthquakes) in health schools. The achievement scores of 681 students exposed to different educational models were examined. A survey and semi-structured interviews were conducted with higher education teachers. According to the non-parametric Kruskal-Wallis test, statistically significant differences were found in all achievement scores between student groups. Students' achievement scores increased during the online education periods (p < 0.05). This increase was higher after the earthquake compared to the COVID-19 period. Positive and negative views of higher education teachers implementing different educational models are presented. While disasters pose significant challenges to education, especially in health education schools, adaptive educational models can provide critical solutions in emergencies where traditional education cannot be applied. These educational models need to be carefully evaluated and strategically integrated into institutional policies to ensure continuity and quality of education in future crises.