Navigating Emergency Remote Teaching: A Phenomenological Study of Biology Teachers’ Experiences During the COVID-19 Pandemic

Abstract

With the global COVID-19 pandemic, a profound transformation occurred in education systems, and distance learning practices quickly became an integral part of the daily lives of educators and students. During this process, teachers’ experiences and perceptions regarding distance education have become one of the focal points of educational research. The challenges teachers faced in rapidly changing technological and pedagogical environments, their perceptions, subjective experiences, and the meanings they derived constitute an area that requires in-depth qualitative approaches beyond numerical data. In this context, a phenomenological research design was developed to analyze the personal narratives of 58 biology teachers to understand the essence of their experiences with distance education. Based on the data obtained, it was found that biology teachers mostly used tools such as computers, tablets, mobile phones, Zoom, and EBA during the process. The most significant challenges encountered were internet access issues, lack of technological resources, reduced classroom interaction, and students’ lack of motivation. Teachers mostly prefer question-and-answer and presentation methods, supporting their lessons with visual materials and videos. While negative effects of distance education on students were noted, such as a decline in academic achievement, lack of socialization, and technology addiction—positive aspects such as ease of technology use and new learning opportunities were also emphasized. For teachers, the process contributed to improving technology literacy and enhancing their ability to present lesson content using digital tools. Overall, although distance education was not found to be as effective as face-to-face education, it offered time and cost advantages for some teachers; however, low participation and deficiencies in experimental practices limited its efficiency.