Ensuring Sustainability in Preschool Education in Rural Areas During the Pandemic Lockdown Period: Teachers’ Experiences

Abstract

The COVID-19 pandemic profoundly disturbed preschool education in Turkey, necessitating a rapid shift to distance learning for over 1.5 million children. The Ministry of National Education has established programs such as the Educational Content Network in Turkey. Also, the Turkish Radio and Television Association has made the TRT Preschool Application available online to support ongoing distance learning for preschool children. Preschool education in rural parts of Turkey was deeply impacted by the COVID-19 pandemic. While previous research has examined the challenges of distance education broadly, there is a limited exploration of preschool teachers’ experiences during the pandemic lockdown, particularly in rural contexts in Turkey. To ensure sustainability in preschool education during the pandemic lockdown period, this study aimed to examine the experiences of preschool teachers who participated in distance education in rural areas. A qualitative case study was conducted with 10 teachers working in schools located in rural areas with diverse geographical difficulties scattered within the province near the Black Sea to obtain insights into the experiences of preschool teachers during the pandemic. The maximum variation sampling was utilized to select preschool teachers educating children between 45 and 72 months. To promote and facilitate individuals’ participation in the research, the semi-structured interviews were conducted via videoconferencing due to the lockdown. The content analysis was used to discover the meaning of the data. The study revealed that while teachers adapted their teaching methods to prioritize children’s well-being, disparities in digital access and socio-emotional issues within families created significant barriers to learning. The challenges encountered significantly impacted the children’s development in multiple areas. This study emphasized the need for improved infrastructure, providing extensive teacher training, and implementing robust support mechanisms to ensure the comprehensive growth of children in all domains during potential disasters. More research should be conducted to improve teachers’ skills in applying effective teaching strategies in virtual environments.

1. Introduction

The COVID-19 pandemic profoundly disturbed preschool education in Turkey, necessitating a rapid shift to distance learning for over 1.5 million children. This alteration has resulted in increased difficulty for both teachers and learners, prompting a global shift towards distance education, especially in Turkey [1]. To ensure the sustainability of preschool education during the pandemic lockdown, throughout the period of distance education, the EBA, which is an Educational Content Network developed by the Turkish Ministry of National Education, was used by preschoolers and other upper-grade levels [2]. The Turkish Radio and Television Association (TRT) has made the TRT Preschool Application available online to support ongoing distance learning. However, preschool education in rural Turkey was deeply impacted by the COVID-19 pandemic. Preschool children encountered several obstacles, namely, interaction, disparities in digital accessibility, and socio-emotional issues within families. Also, the distinct developmental requirements of children in the preschool age group have cast uncertainty on the efficacy of distance education [3].

Sustainability in education is defined as the capacity of education systems to continue to provide quality and accessible learning opportunities in the long term. The digital transformation education during the COVID-19 pandemic lockdown period has created an important opportunity to ensure this sustainability. Sustainability in education, especially through the social and systemic dimensions of sustainability, has come to the fore during the pandemic period. Social sustainability emphasizes efforts to ensure that every student has access to digital tools and equal educational opportunities. During the pandemic, the transition to online education has revealed both opportunities and challenges in reducing inequalities in education. On the other hand, systemic sustainability refers to the capacity of education systems to adapt to digital transformation processes, develop technological infrastructure, and increase their institutional resilience against crisis situations such as distance education. In this context, it is critical for education systems to remain resilient to the effects of the pandemic and to be prepared for similar crises in the future to ensure sustainability in education.

Preschool education is important for the development of children in terms of developing curiosity, research, and readiness for formal education [4,5]. Preschool education plays a critical developmental role in a child’s early years, especially in the development of social, emotional, cognitive, and motor skills. The closure of kindergartens and the transition to distance learning have created significant challenges in these developmental processes. Preschool education is fundamentally based on play-based learning, hands-on activities, and social interactions; these are difficult, if not impossible, to replicate through virtual platforms. Steigleder et al. [6] emphasized the significant importance of preschool teachers in the formative process, especially in combating the challenges of distance education during the COVID-19 pandemic. It was challenging for preschool teachers to teach online, considering that many preschool teachers did not have sufficient experience and prior preparation in teaching online [7].

Preschool teachers in Turkey faced unique challenges while adapting to distance education during the pandemic. Preschool-age children need the interactive learning experiences that occurred in normal face-to-face education before the pandemic. However, learning experiences for preschool children are difficult to replicate in virtual environments. Teachers are faced with the task of adapting their approaches to engage children through virtual interactions, educational films, and interactive programs. However, attracting their attention and providing effective educational experiences has emerged as a challenging issue [8].

1.1. Overview of Preschool Education

Studies that have collectively improved researchers’ understanding of the various impacts of the COVID-19 pandemic on education systems worldwide have been reviewed by different researchers [6,9,10,11,12,13,14]. The findings highlight the diversity of responses across locations and educational settings to the challenges posed by the pandemic.

Lynch et al. [13] conducted a study on the school readiness skills of Head Start children and observed unpredictable positive effects, contrary to traditional education beliefs, despite the decrease in face-to-face contact during the pandemic. These findings suggest that disruptions can spur innovative approaches that will improve educational practices in the future. The ability to easily adopt new teaching methods has the potential to profoundly revolutionize educational goals because of the pandemic. However, in a different study, Zhang et al. [15] pointed out the negative consequences of quarantine on preschool children during the pandemic practices in Shanghai. These negative consequences included increased mental health problems and changes in family dynamics. These findings reveal the need for support, especially regarding mental health. Such support may include promoting community spirit to reduce the negative effects of crises on children. In the study, holistic solutions that prioritize not only academic but also socio-emotional development are proposed.

In another study, Steigleder et al. [6] revealed findings regarding changing patterns of stress and self-efficacy among German preschool teachers. In particular, the study highlighted the key role of teachers’ resilience in facing unprecedented challenges. This highlights the need to provide support to teachers, who have an important role in ensuring the continuation of education in emergencies such as the COVID-19 epidemic. To ensure the continuity of high-quality instruction, it is essential to provide teachers with professional development and mental health resources during emergencies.

Moreover, there is a transition from traditional face-to-face education to distance education all over the world. The implementation of distance education brings with it many possibilities and problems regarding the methods used in distance education [12,16,17,18,19,20]. These research studies have listed the challenges educators face as they try to ensure consistency and equity in education, including technical, linguistic, and pedagogical challenges that have arisen during the pandemic. Research studies have revealed findings that highlight the need to develop flexible approaches to solve such challenges. There are several lessons learned from the pandemic that inform future policies and procedures for similar crises. The results of the studies provide important perspectives on effective education methods, policy evaluations, and necessary support systems for similar crises the world may face in the future.

1.2. Preschool Education and Preschool Teachers in Turkey

Preschool education is not compulsory in Turkey; it is offered in public and private schools in line with the preferences of families. This training, which usually covers children aged 57–72 months, can also be aimed at children aged 45–72 months in schools with suitable physical conditions. The main aims of preschool education are to support the physical, mental, and emotional development of children, give them good habits, prepare them for primary education, create a common environment for disadvantaged children and families, and help children speak Turkish correctly and effectively [21]. There are kindergartens for children before preschool education in Turkey.

Graduates of preschool teaching undergraduate programs at universities or graduates of child development and education undergraduate programs who have received pedagogical formation training can work as kindergarten teachers in Turkey. The main responsibility of preschool teachers is to contribute to the emotional, social, and intellectual development of children under primary school age. Preschool education is offered face-to-face in Turkey. Preschool teachers are responsible for planning the education process, making the environment suitable for education and training, using materials suitable for the age and developmental level of children, providing basic education such as self-care to children, following the communication of children with each other, directing children to research and discovery, following the development and behavior of children, and informing parents when necessary, obtaining information from parents about children’s home life, following different methods applied around the world.

1.3. Educational Practices in Preschools During the Pandemic Lockdown

During the pandemic lockdown, parents were asked to install the TRT Preschool Application on their phones to support their children’s education. This application served as a guide for parents during the remote learning process. Teachers provided videos aligned with the curriculum topics (e.g., seasons, numbers) via the EBA (Educational Content Network), and parents were responsible for ensuring their children accessed these videos throughout the day. Every preschool child received unique EBA login information, which was shared with their parents. Using this platform, teachers uploaded educational and activity materials, which parents could download, print, and complete with their children at home. The EBA system also allowed teachers to monitor parents’ use of these materials and track the students’ progress. To accommodate the limited attention span of young children and reduce screen time, the remote education schedule was made more flexible compared to face-to-face classes. Synchronous lessons were conducted via the video conferencing platform, where teachers shared lesson presentations, visuals, and videos prepared according to the daily lesson plan. This approach ensured that daily plans were effectively implemented during distance learning. Before the lockdown, the Ministry of National Education (MEB) distributed textbooks to students, and parents worked on activity pages with their children outside the classroom setting. Completed activities were shared with teachers through WhatsApp and reviewed by the teachers to provide feedback.

1.4. An Introduction to Distance Education

Distance education enables individuals to participate in learning through a wide range of technological devices, including computers, tablets, phones, and other electronic tools. Distance education eliminates the limitations imposed by physical location and time restrictions [22]. Providing education remotely focuses on establishing a conducive environment that minimizes interruptions to guarantee the provision of top-notch education [23].

Learners and teachers are geographically isolated from each other in distance education and rely on technological resources like computers, phones, video conferencing, and television to exchange information. Distance education offers learners the opportunity to access educational resources from any place they like, enabling flexibility in their learning process [24].

Distance education has a lengthy historical background that can be traced back to the 1700s. It initially emerged as correspondence education in England and subsequently evolved to include the use of radio and television [25]. In 1840, Pitman introduced a system of education by mail communication in England, primarily emphasizing Bible teachings [22]. In 1883, the United States established the University of Correspondence Education, which later shut down because of declining interest. Distance education was further expanded by initiatives like home study at Illinois Wesleyan University in the 1870s and the Mail Instruction University in New York in 1933. In 1956, the Langenscheid Language School in Berlin achieved a critical milestone by using a systematic approach to distance education [26].

Australia took a leading role in the establishment of the Distance Education System in 1914, specifically targeting rural areas. Its importance grew significantly following World War II, as it aimed to provide educational access for all. According to Yadigar [27], nations in Europe, the United States, and Australia were among the first to embrace distance education. The incorporation of radio and television played a crucial role in the progress of distance education, commencing with educational radio programs in the United States in 1919 and educational television at Iowa University. These technologies provided advantages such as effortless recording, playback, and interoperability with other systems, rendering them appropriate for incorporation into distance education [28]. The Tele-Learning Model surpassed radio and television by allowing real-time audio-video communication, promoting live debates, and improving interactivity [29].

Teleconferencing originated in the period after 1960 when the University of Wisconsin organized the inaugural audio conference in 1970 and the first video teleconference in the United States. This technology was then adopted by Open Universities in the United Kingdom [28].

The aforementioned studies have extensively examined the experiences of teachers during the COVID-19 pandemic. The findings revealed its substantial impact on educational practices and the well-being of teachers. This underscores the pressing need for adaptable interventions. The pandemic required an unprecedented shift to distance and blended learning, which posed a pressing challenge for teachers to quickly adapt their teaching methods, overcome technological barriers, and support children who face different learning environments. Paetsch, Franz, and Wolter [8] conducted a study to investigate how early-career teachers’ experience and perceived support during the pandemic affected their technology integration self-efficacy and their use of information and communication technology. Findings have revealed that support and technology integration self-efficacy have direct effects on changes in teachers’ information and communication technology use for teaching. In contrast, information and communication technology literacy, teacher self-efficacy, and positive experience had indirect effects on teachers’ information and communication technology use for teaching.

In another study, Trudel and Sokal [30] conducted a study to gain a deeper understanding of the perspectives of teachers in Canada during the extended and intense pressures of the pandemic. The findings of the study revealed that most of the teachers were able to maintain efficacy and accomplishment in the classroom over time for their children. Also, study results showed the importance of colleagues’ support and the value of team and community in the pandemic.

A recent study conducted by Meirovitz, Russak, and Zur [3] investigated whether teachers of English as a Foreign Language are confident in having the requisite knowledge to use technologies used for distance learning during the pandemic. The need for teacher education programs to improve teacher awareness of new pedagogical-technological learning methods and the importance of providing opportunities to acquire digital competence and encourage teachers to adapt personally to new digital technologies within specific disciplinary contexts are some of the implications of the study.

Bruggeman et al. [31] conducted a qualitative study to explore the experiences of university teachers in the context of distance education in Belgium. The study findings revealed both enthusiasm and (techno) stress among university instructors during the pandemic. Changes in instructional mechanisms, tasks, and the socially effective personal lives of university instructors are also observed. In the study, university instructors also reported external barriers such as poor wireless networks or lack of technological institutional support.

Similarly, Váradi et al. [32] conducted a thorough study exploring the circumstances of online music education during the pandemic. The findings of the study have revealed that the teachers’ openness, creativity, and problem sensitivity were excellent during the COVID-19 pandemic. The digital skills of teachers have increased during the pandemic, and educational content developed for the pandemic by music teachers has been repurposed for teaching in the face-to-face classroom.

In a comprehensive longitudinal study, McNicholas et al. [33] examined levels of occupational stress and burnout among teachers as the COVID-19 pandemic persisted and schools returned fully to face-to-face teaching after the lockdown period. The findings of the study revealed data on teacher stress through the pandemic. There was a decrease in job satisfaction among teachers at the beginning of the COVID-19, and after the pandemic, significant job dissatisfaction remained. The study also revealed the complaints of teachers for far too little involvement regarding COVID-19 contingency planning, which causes feelings of being undervalued. The incorporation of distance learning in universities allows children to learn at their own speed and increases their involvement in the course material [29]. Meeting a wide range of educational needs of learners, acting as a replacement for traditional face-to-face education, and offering accessible educational opportunities for individuals who could not attend physical classes for various reasons, distance education has gained importance during the COVID-19 pandemic [27]. However, distance education has introduced some challenges, which include reduced opportunities for peer social engagement, limitations in technological infrastructure, the expense of necessary learning tools, limited interaction between learners and teachers, and unequal access for certain children [34].

Bakioğlu and Çevik [17] conducted research to investigate the difficulties encountered by science teachers in distance education, with a particular emphasis on technology problems and communication obstacles. Ocaya [7] emphasized the limited interaction among teachers, students, and parents, as well as the lack of active student participation. Ferri et al. [18] conducted a research study to investigate the opportunities and challenges of emergency remote teaching during the COVID-19 pandemic. Kocayiğit and Uşun [19] did research to examine the opinions of public school teachers on distance education and found that the majority had a positive outlook. However, Kurnaz et al. [12] recorded detrimental impacts on the professional development of those who had ambitions of becoming teachers. Sayan [20] found that faculty members need more support throughout distance education and expressed a preference for returning to in-person training.

Systematically reviewing 33 studies examining learning losses in early childhood during the COVID-19 pandemic, Uğraş et al. [35] found that the COVID-19 pandemic has led to severe learning losses in early childhood. These losses were caused by factors such as technological infrastructure deficiencies in the distance education process, educational and economic levels of families, and inadequacies of student–teacher interaction. Children’s mental health and social skills have also been adversely affected. These inequalities have been exacerbated, especially for children from poor families, threatening human capital and sustainable development goals in the long term. Quality and inclusive education policies are critical to reducing these losses and building a fairer education system, starting from early childhood.

A multitude of inquiries on distance education during the COVID-19 pandemic have shed light on a diverse array of experiences and challenges faced by different groups, including educators, prospective educators, children, and caregivers. These studies repeatedly highlight the challenges associated with insufficient technical resources, impediments to communication, and reduced student involvement. Possible approaches to enhance the effectiveness of distance education align closely with the findings of the study. Supportive policies and activities are crucial for enhancing the resilience and competency of educators in virtual classroom settings. This approach not only addresses current difficulties but also adds to wider efforts to transform and adjust educational methods in response to continuing crises.

Moreover, the transition to distance education revealed disparities in the accessibility of technology and internet connection across families with young children who attended preschool. Many teachers faced difficulties in ensuring equal access to teaching materials, often resorting to distributing hardcopy worksheets and learning packages in addition to available online sources. This affected some of the families, especially the ones disadvantaged. Likewise, the pandemic has triggered concerns over the emotional and social growth of children, as teachers have observed behavioral anomalies arising from a deficiency in peer interaction among children. To address such problems, teachers utilized strategies such as virtual group discussions and story sessions to enhance children’s emotional well-being. Preschool teachers have shown resilience and resourcefulness by adapting their teaching methods and working closely with parents of children to construct encouraging environments at home that promote learning despite the challenges they confront. The Ministry of National Education provided professional development opportunities to teachers, which allowed them to improve their digital literacy skills and improve their teaching techniques for distance education.

Considering the insights gained from the COVID-19 epidemic, it is evident that there is a requirement for adaptable and all-encompassing pedagogical approaches in preschool education. Preschool education must continuously adjust to tackle emerging difficulties while also giving priority to the holistic development of young children. Policymakers and educators may utilize these observations to promote all-encompassing support networks that address the many requirements of preschool-aged children and their families during periods of pandemic. Turkey can enhance its preparedness for future shocks and provide equitable access to high-quality learning opportunities for all children by fostering resilience and innovation in preschool education.

1.5. Purpose of the Research

The World Health Organization’s classification of COVID-19 as a pandemic has had extensive adverse repercussions on several facets of society. Education is a sector that has been significantly affected, as schools worldwide have had to halt in-person sessions and transition to virtual learning. This trend has also had a substantial influence on preschool education, which is crucial for the development of young children and often entails experiential, interactive instructional approaches. Consequently, preschool teachers are encountering novel and arduous obstacles in the current period.

Many studies [9,31,36,37] have been conducted in reaction to the COVID-19 outbreak, although most of them have examined children and potential teachers. While previous research has examined the challenges of distance education broadly, there is a limited exploration of preschool teachers’ experiences during the pandemic lockdown, particularly in rural contexts in Turkey.

This study seeks to address this deficiency by identifying and assessing the obstacles faced by preschool teachers who utilized distance education in rural areas during the pandemic. By undertaking this task, this study aimed to examine the experiences of preschool teachers who participated in distance education in rural areas of Turkey during the pandemic lockdown period to ensure sustainability in preschool education. To achieve the objective of the study, several research questions were formulated.

1. What challenges did preschool teachers face during the distance education process implemented during the pandemic?

2. How did the distance education process during the pandemic affect the developmental areas of preschool children?

3. What was the level of interest of preschool children in activities during the distance education process implemented during the pandemic?

4. How did the physical capabilities and conditions of parents influence the distance education process during the pandemic?

5. How do preschool teachers evaluate the professional development activities conducted during the pandemic?

2. Research Method

This study utilized the case study design, adhering to the protocols outlined by Stake [38] and Yin [39]. Case study research is a type of qualitative study that entails a thorough investigation of a specific event, situation, group, or individual within its original setting [38]. The study focuses on examining the challenges encountered by preschool teachers while integrating online learning during the COVID-19 epidemic. The case study design is particularly suitable for this research for many reasons. Distance learning carried out during the pandemic, represents a complex real-world problem between the phenomenon (educational practices) and its context (home environment, technological access). Case study design is an appropriate type of research design to examine such phenomena in their natural context [39]. Preschool teachers’ experiences are deeply embedded in specific social, technological, and educational contexts. This, as highlighted by Stake [38], provides a rich and holistic understanding, allowing for a detailed examination of these contextual factors through the case study design.

2.1. Working Group

The primary objective of this qualitative research is to thoroughly examine a specific phenomenon rather than seeking to establish generalizability over a broader population [40]. In qualitative research, the sampling method involves purposefully selecting individuals or environments that have the potential to provide significant insights into the specific scenario under investigation [41]. Purposeful selection of participants is crucial for effectively communicating the complexity and nuances of the phenomenon by embracing a diverse array of perspectives. Maximum variation sampling is a very effective method that entails deliberately choosing examples or individuals based on their several characteristics. This technique improves the thoroughness and range of understanding by allowing researchers to examine several facets of the major phenomenon. Qualitative research methodologies provide a comprehensive examination and interpretation within the specific context of the study. This study included a research cohort, including 10 preschool teachers in the province located in the Black Sea region of Turkey who performed their instructional sessions remotely throughout the COVID-19 pandemic. The selected province has a highly diverse geography, with mountains covering 56% of the entire region, plateaus covering 31%, and plains covering 13%. Data were collected from teachers working in schools located in different geographical areas with different geographical difficulties scattered within the province. Selecting a sample that was both representative and methodologically appropriate was of utmost importance. Various sampling methodologies are often used in research studies [42]. This research used maximum variation sampling, which is one type of purposive sampling. The objective of this sampling is to investigate common patterns across numerous situations and reveal various parts of the research problem [43]. Most of the participants consisted of female teachers, which is consistent with the prevailing pattern seen in OECD [44] data. The data from the OECD [44] indicates that there is a higher number of female teachers compared to male teachers in preschools worldwide. Furthermore, the study included mostly teachers who taught kindergarten children aged 60 to 72 months.

2.2. Data Collection Tools

The research study was conducted using a personal information form and an interview form specifically created to collect participants’ demographic details and experiences between 2020 and 2022. The personal information form consists of five questions designed to determine the teachers’ gender, years of experience, characteristics of the courses they teach, the location of their school, and their participation in in-service training during distance education. In this study, a semi-structured interview form was used in the qualitative data collection process. The interviews were conducted via video conferencing program and recorded to ensure the permanence of the data. The interview form was created in accordance with the preschool education program by conducting a literature review. To increase the validity and reliability of the form, feedback was received from five preschool academicians and three preschool teachers on whether the questions reflected the purpose of the research, and the form was revised accordingly. In its final form, there are five questions. The questions focused on determining the problems faced by teachers in the distance education process, difficulties in developmental areas, changes in children’s interest in activities, the effect of parents’ physical facilities on distance education, and teachers’ interest in professional development activities. This process has led to the development of a reliable data collection tool suitable for the purpose of the research.

3. Data Collection and Analysis Process

Within the scope of the research, the data collection process was initiated by reaching preschool teachers, providing the necessary information, and obtaining the consent of the teachers. The interviews were conducted through the video conferencing platform used by the teachers during the distance education process. The questions in the interview form were directed to the teachers one by one, and the answers received were recorded with audio recording in line with the permission of the teachers. These audio recordings were then converted into written text, saved in MS Word file format, and prepared for content analysis.

During the data analysis process, each of the participants was assigned codes consisting of letters and numbers to protect their identity. This coding method was used in the stages of organizing and interpreting the data. The answers given to each question posed to the participants in the interviews were grouped as a priority. Then, the content analysis process was initiated [43], codes were determined for the answers given to each question, and the frequencies of these codes were determined. The obtained frequencies were added to the data analysis table, the data were interpreted, and the results were reported.

Validity and Reliability

Ensuring the validity and reliability of a qualitative research study is of utmost importance. This entails guaranteeing the credibility, reliability, verifiability, and applicability of the results [45]. In fact, science has a moral obligation to produce reliable knowledge [46]. Trustworthiness pertains to the dependability of participants’ statements, which was verified via methods such as member verification. In this research, the accuracy of interview responses was confirmed by cross-checking them with the participants. Dependability is ensured by meticulous analysis and validation carried out by experts in preschool education. Confirmability is the meticulous transcribing of interviews and documents to guarantee precision and long-lasting reliability. To address the problem of transferability, purposive sampling is used, and the research findings are validated by field professionals. This confirms that the results may be applied to comparable circumstances in preschool education. The collaboration of these efforts improves the reliability and robustness of qualitative research results.

4. Findings and Discussion

The findings and discussion of the study are outlined below and organized based on the research questions. The findings are categorized under the following headings: challenges preschool teachers faced during the COVID-19 pandemic, developmental implications of distance education on children, level of intelligence and engagement of preschool teachers, physical capabilities and conditions of parents, and evaluation of the professional development activities.

4.1. Challenges Preschool Teachers Faced During the COVID-19 Pandemic

The COVID-19 pandemic has led to a significant shift towards distance learning in preschool education, highlighting numerous challenges for teachers, as indicated by a qualitative study. The study findings have uncovered significant concerns among teachers (see

Table 1. Challenges faced by 10 preschool teachers in distance education during pandemic lockdown.

Response Categories	Participant	f
Material shortage	2, 3, 5, 8, 9, 10	6
Low involvement of families	2, 3, 5, 6, 8, 9	6
Lack of materials	1, 5, 9	3
Effectiveness in development areas	1, 3, 5, 6, 8	5
Limited interaction with the child	1, 2, 3, 4, 5, 6, 7, 8, 10	8
Technical problems	2, 3, 4, 5, 7, 8, 9, 10	8
Timing problem	3, 4, 5, 6, 7, 9	6

): Firstly, six teachers pointed out a lack of resources, which negatively affected the range and quality of instructional materials used for distance education. In addition, six teachers noticed a lack of involvement from families, indicating possible obstacles to parents supporting their children’s educational endeavors outside of traditional school environments. In addition, three teachers highlighted the difficulties involved in developing instructional materials, indicating the increased complexities of adapting the curriculum for distance education. Despite facing challenges, five teachers have acknowledged the effectiveness of distance education in enhancing children’s developmental areas, highlighting positive results despite the hurdles (Table 1).

During the pandemic, preschool teachers encountered a multitude of obstacles in implementing distance education. For example, several teachers have voiced apprehensions over the inadequate length of instructional sessions impacting children’s academic achievements. They saw disparities between the designated durations of courses and the actual time required for efficient instruction: “They stated that lessons were scheduled for 20 min, whereas I found myself spending 40 min”. Despite having classes booked for five days, there was insufficient time. Despite our best efforts to address all aspects, insufficient time remained to achieve the desired results [47,48]. This gap points out the crucial importance of time management in adjusting planning and instructional methods during distance education.

The deviation from traditional daily education activities, such as free time, meals, activities, rest, and preparation for departure, was noted to have a significant impact in distance education settings, according to one teacher [49]. The reorganization of daily timetables had an impact on both teachers’ lesson preparation and children’s participation, as well as their overall learning outcomes. Furthermore, both teachers and children had substantial difficulties due to technical glitches. As an illustration, several educators had to resolve connectivity problems in their residences by constructing signal amplifiers to accommodate numerous individuals engaging in online classrooms at the same time [17]. In addition, the Video conferencing application experienced connectivity issues, which hindered teachers’ ability to maintain class continuity and effectively communicate with their pupils.

Unforeseen occurrences such as natural calamities and electricity disruptions worsened the challenges in providing distance education. A teacher shared their own experience during such occurrences: “In the event of difficulties with the EBA platform, we seamlessly transitioned to a video conferencing program, which resulted in minimal complications”. Nevertheless, the village where the children reside experienced a power outage lasting for five days in January, impeding our ability to conduct courses: “In the village where the children lived, there was a power outage for 5 days in January, then we could not do lessons. That was our biggest problem”. Another participant said, “Snowfall was heavy for two weeks on the internet. There was no power for a week or two”. The most significant obstacle we faced was the internet connectivity concerns, as stated by [34]. These occurrences emphasize the vulnerability of depending only on digital platforms during emergencies and bring attention to the uneven availability of uninterrupted educational opportunities.

Despite these difficulties, preschool teachers exhibited perseverance and commitment in guaranteeing uninterrupted instruction for their children. Nevertheless, it is essential to tackle and reduce technological and infrastructural barriers to successfully deploy distance education initiatives. Preschool instructors during the COVID-19 epidemic encounter problems in effectively managing their time, dealing with disruptions to daily routines, facing technical issues, and coping with the consequences of unexpected occurrences on instructional continuity.

4.2. Developmental Impacts of Distance Education on Children

To comprehend the impact of the distance education adopted throughout the epidemic on preschool children’s developmental areas, qualitative data were gathered. The study revealed many prevailing concerns for growth areas:

The areas of difficulty most mentioned were cognitive development and social/emotional development, with 10 teachers reporting issues in each category (

Table 2. Challenges experienced by 10 preschool teachers in development areas during the distance education process.

Response Categories	Participant	f
Challenges in cognitive development	7, 9, 10	3
Difficulties in psychomotor development	1, 2, 3, 4, 5, 6, 7, 8, 9, 10	10
Difficulties in social and emotional development	1, 2, 3, 4, 5, 6, 7, 8, 9, 10	10
Difficulties in language development	5, 9	2
Difficulties in self-care skills	1, 5	2

). Cognitive development was seen as difficult but less commonly cited in comparison to psychomotor and social/emotional development. In fact, one teacher stated that, “I don’t think I have many problems with cognitive development and language development”. In other domains of face-to-face education before the pandemic, it is stated that “In the field of psychomotor development, we were organizing games in our classroom that included both cognitive development achievements and psychomotor development achievements. There were group games, there were racing games, in which we could observe all kinds of movements of the child. But unfortunately, it was not possible to do this in distance education”. This indicates that distance education hindered the psychomotor development of children adversely. Another teacher stated the effects of the pandemic lockdown, “psychomotor, that is, the fact that children are stuck in a place, their movements are very limited because they are inside the house, so for example, even if I try to do activities, how much can I do in a room. In other words, I had difficulty in gaining psychomotor gains”. Conversely, a smaller number of teachers indicated language development and self-care skills, indicating that they believed these areas were less affected by the transition to distance education. These findings highlight the diverse impacts on several areas of development caused by the changes in educational delivery systems resulting from the pandemic. More specifically, the replies suggest that psychomotor and social/emotional development were especially at risk during this time, highlighting the difficulties faced by preschool instructors in providing comprehensive developmental assistance remotely.

One teacher explained the socio-emotional development of children during distance education by stating, “The most important thing was social and emotional. In other words, it is of course very difficult for children to be away from each other, to be closed at home, to teach children things that they need to learn in the community, for example, from a distance. That’s why teaching remotely I had a lot of problems with social and emotional. Especially in peer education distance education, this is almost completely erased. Children can learn some things better than each other”.

Amidst the COVID-19 outbreak, preschool teachers faced significant difficulties in all areas of child development while implementing distance education. Participants indicated challenges notably apparent in the areas of psycho-motor and social-emotional development of children. The limitations in psycho-motor development were emphasized by a teacher who observed that children’s restricted mobility within their home surroundings during distance education impeded their involvement in physical activities, thereby impacting their psycho-motor skill development [48]. Similarly, teachers expressed concerns about the impact on social-emotional development due to the lack of peer connections and limited possibilities for play. According to Lu, Stratton, and Tang [47], a teacher highlighted that the most significant difficulty in children’s development is their social-emotional growth. This is because children’s lack of interaction with their peers negatively affects their social abilities and emotional state. Uğraş et al. [35] also emphasized that children’s mental health and social skills have also been adversely affected during the pandemic.

In contrast, distance education presented fewer challenges for cognitive growth and linguistic abilities. Teachers typically exhibited a greater sense of ease when it came to cognitive growth. One participant expressed a high degree of comfort in this domain, while another reported minor challenges in both cognitive and linguistic development [4]. This means that cognitive and linguistic abilities may be more flexible in the context of distance education, perhaps because of the regular distribution of educational materials.

Bozkurt [23], who collaborates with parents to effectively eliminate deficiencies in self-care skills, found that teachers face fewer difficulties in the field of self-care skills than in other areas. This collaborative approach has enabled teachers to help young people acquire important life skills despite the obstacles of distance education. Preschool teachers encountered substantial challenges in fulfilling the developmental needs of children during distance education, namely in the domains of psycho-motor skills and social-emotional development. However, preschool teachers observed certain achievements in cognitive and linguistic development, highlighting the flexibility of these areas in adapting to distance education contexts. Parental engagement was crucial in improving self-care abilities in preschool-aged children. The findings provide useful insights into the experiences of teachers during distance education and highlight the need for specific measures to address developmental challenges in future educational approaches [1].

4.3. Level of Interest and Engagement of Preschool Teachers

The study revealed varied perceptions among teachers regarding children’s interest in activities during distance education (

Table 3. Reasons Behind Decreased Engagement of 10 Preschool Children in Remote Learning During the Pandemic.

Response Categories	Participant	f
Boredom with the process	3, 5, 7	3
Reluctance due to longing for school	8, 9	2
Limited social interaction	2, 4, 6, 7, 8	4

). A significant number of teachers noted decreased engagement among children. Specifically, four teachers observed signs of boredom, while another four reported a lack of cooperation among children. Two teachers highlighted children’s reluctance to participate, suggesting a longing for the physical school environment: “When the first distance education started, the children were very enthusiastic, they were all participating and doing all the activities. …I have observed that the interest of the children decreases with the prolongation of the process, that is, it decreases greatly”. Conversely, a smaller group of three teachers believed that children’s interest had not declined, showcasing a spectrum of experiences among teachers.

The results provide a more profound understanding of these phenomena. Participants saw a significant decline in children’s motivation during distance education. One teacher reminisced, “In early November, they displayed great enthusiasm…” but the children’s level of participation gradually decreased as the time passed by”. Another participant concurred with this feeling, noting a decrease in interest, especially as the closure persisted and holidays drew near [12].

Teachers ascribed the diminished involvement to a multitude of issues. Initially, there was a strong desire for school among children, as articulated by a teacher who said, “They want for the educational institution…” They prefer engaging in collaborative activities at school rather than engaging in solitary ones. Furthermore, the restricted social engagement experienced during distance learning seemed to dampen the children’s interest. One teacher observed, “Engaging in activities with friends brings children immense joy”. Nevertheless, when they are in solitude inside their own residence, they have challenges in actively participating.

Overall, the research demonstrates the intricate interaction of several elements that impact children’s involvement in activities during distance education. While several teachers saw a decrease in both enthusiasm and engagement, others did not detect any noteworthy alteration. The qualitative data highlighted the influence of extended periods of staying at home and the lack of social connection on children’s desire and passion for learning. These results emphasize the intricate difficulties encountered in sustaining children’s involvement in educational activities during times of distance education.

4.4. Physical Capabilities and Conditions of Parents

To understand how the physical facilities and conditions of parents impacted the distance education process during the epidemic period, qualitative data were collected. The study identified several predominant challenges faced by parents because of their living environment and physical facilities (

Table 4. Challenges Faced by Parents Due to Living Conditions and Physical Limitations During Distance Education.

Response Categories	Participant	f
Lack of technological infrastructure	1, 5, 6, 8, 9, 10	6
Lack of technological tools	2, 3, 5, 8, 9, 10	6
Excessive number of siblings in the family	1, 2, 3, 4, 5, 6, 7, 8, 9, 10	10
Fewer rooms in the house	1, 2, 3, 4, 5, 6, 8, 10	8

).

In this study, preschool teachers examined how the physical facilities and conditions of parents affected the distance education process implemented during the epidemic period. Participants highlighted several challenges: problems arising from insufficient technological infrastructure and devices were frequently mentioned. Additionally, issues stemming from having many siblings in the family and a limited number of rooms in the house were identified as factors that could distract children and negatively impact their learning environments. These findings illustrate how the physical conditions at home influenced the practical challenges faced by parents and children during distance education.

Research findings indicate that the obstacles faced in distance education are closely linked to the remarks made by the participants. Specifically, deficiencies in infrastructure and physical amenities in rural communities have become prominent concerns. Participants expressed challenges such as the inability to access lessons owing to attending village schools and encountering internet connectivity issues: “As a result of attending village schools, we are unable to connect to classes, and some of us face internet problems” [22]. Another teacher stated, “When it snowed, there was no electricity in our village for a week. I couldn’t connect with the children in any way, they couldn’t go out to the village in any way, the parents didn’t have a charger anyway, I said let’s at least communicate via Whatsapp or something, but they couldn’t charge it anyway, there was no generator, I couldn’t contact the children for a week, for example”. In addition, the scarcity of electronic devices, particularly in poor socio-economic homes, has been a significant obstacle. It was reported that the economic levels of families have adversely affected the learning of children during the pandemic [35]. A significant number of households do not possess tablet computers, and the practice of sharing phones has a detrimental effect on consistent attendance in classes: “The absence of tablet computers in households and the common practice of sharing phones have a negative impact on regular class attendance” [23]. Another teacher stated, “most of my students have older brothers and sisters. They were not only children. If we put lessons at the same time, they could not enter the class because it was the only device in the house. That’s why we always did our lessons around 5–6 o’clock. Of course, only one phone or tablet has a negative effect because it overlaps”. Inequalities in preschool education have been worsened by problems within homes, such as the necessity for numerous children to use a single device. This is evident in situations when siblings’ lesson hours overlap due to the limited availability of devices at home [24]. The absence of private spaces at home and insufficient access to technical devices for each child are identified as significant barriers to sustaining education during pandemic lockdowns: “Everyone in the village sits in the same room, especially in winter, because there is a stove. I don’t want to turn off the microphone, but the noise coming from the back negatively affects our communication in this way”. Inadequate space and technical devices have been reported as the cause of the learning losses for children during the pandemic [35].

These circumstances highlight the discrepancies in technological accessibility and unequal allocation of educational possibilities. Furthermore, it has been discovered that disruptions in communal areas, such as noise emanating from television or phone conversations, have a detrimental impact on the efficacy of instructional sessions. Specifically, talks conducted through television or phone devices have been found to diminish the efficiency of lessons [28]. The data unequivocally illustrates the influence of physical circumstances on educational access and engagement, intensifying educational inequalities [25].

Given the circumstances, it is evident that more investigation is required to understand the impact of physical factors on children’s learning experiences in distance education. Policymakers and school administrators should emphasize the improvement of technical infrastructure and the fair allocation of educational resources to successfully tackle these difficulties.

4.5. Evaluation of the Professional Development Activities

The study gathered qualitative data to evaluate the professional development activities undertaken during the outbreak, as seen by preschool teachers. The study highlighted several professional development initiatives conducted, as reported by preschool teachers.

The findings indicate that preschool teachers assessed professional development events that took place throughout the pandemic period (

Table 5. Ten Preschool Teachers’ Attitudes Towards the Profession During the Epidemic Period.

Response Categories	Participant	f
Desire to learn and try new things professionally	1, 2, 3, 4, 5, 6, 7 8, 9, 10	10
Professional uncertainty and disappointment	1, 2, 3, 4, 5, 6, 7, 8, 9, 10	10
Time management	1, 2, 3, 4, 5, 6, 7, 8, 9, 10	10

). Every participant stressed the indispensability of these exercises to properly improve their vocation. Likewise, a substantial majority reported feeling a lack of desire in their work, indicating the negative influence of the epidemic on their professional ambition. Some participants expressed a sense of inadequacy in effectively managing their time, especially considering the difficulties presented by novel methods like online schooling during the pandemic.

Amidst the COVID-19 epidemic, teachers highlighted the profound influence of online in-service training on their professional growth. A teacher mentioned, “I engaged in in-service training, primarily through online platforms. Typically, I would pursue in-service training regardless of whether it was conducted online or not, but the online format offered more benefits. I found it more convenient to participate in them virtually, as opposed to traveling between several locations”. According to Yalçın [48], having solitude was advantageous. This comment highlights the practical benefits of internet platforms during a time when actual meetings were limited. The transition allowed teachers to participate in ongoing learning without the difficulties of traveling or conflicting schedules, promoting adaptability that fit their professional responsibilities and facilitated concentrated, uninterrupted learning. A teacher mentioned that “we did not use social media so effectively before, whether it was Whatsapp or Zoom. We didn’t need it much, especially that EBA, we learned to use those digitals in EBA, yes, we learned more during the distance education process. Yes, but I have done some research that may be useful in distance education that may be of interest to children. You know, how to share videos, how to make slides, this topic led me to research more”. Online formats enhanced the experience by including multimedia materials, facilitating virtual collaboration, and providing expert-led sessions that were customized to meet educational objectives. This increased participation and fostered a supportive community of practice among teachers. This adaptation not only tackled current obstacles but also established a foundation for future methods in professional development that prioritize adaptability, accessibility, and efficient learning in changing educational environments.

Teachers had substantial initial obstacles while adapting to online teaching tools and platforms during the COVID-19 epidemic. Lu, Stratton, and Tang [47] reported that teachers emphasized these challenges, stating that individuals must possess a certain level of familiarity with certain concepts. Such functionalities include modifying the audio settings, silencing the sound, screen sharing, and managing certain capabilities through the settings menu. I viewed a total of either three or five videos pertaining to a video conferencing service. Indeed, I attempted practical implementations such as accessing my spouse’s mobile device and gaining access to our personal computer. I approached the situation with the belief that there must be a method for me to clear the screen where the youngster is doing their drawings. This comment highlights the significant challenge teachers encountered in acquiring proficiency in the technical parts of platforms like video conferencing programs and properly navigating their functions. To gain experience teaching online courses during the early stages of the epidemic, teachers must quickly adapt and learn on their own. One of the challenges encountered by teachers during the pandemic involved tasks such as adjusting audio settings on computers or tablets, overseeing screen sharing, and promptly addressing technical issues while ensuring uninterrupted instruction. Teachers have demonstrated a strong commitment to adapting their teaching methods for online courses despite the challenges they face. Teachers utilize both individual and collaborative learning opportunities to enhance their skills. This adaptable approach not only encouraged effective classroom organization but also fostered a dynamic online learning environment that prioritizes academic achievement and student engagement.

Teachers have demonstrated remarkable resilience and adaptability by actively seeking out professional development opportunities offered by online platforms following the initial challenges faced during the epidemic with online learning. Teachers have recognized the importance of familiarizing themselves with essential technologies such as video conferencing apps and EBA (Early Childhood Education Information Network) [49]. Teachers eagerly engaged in a range of EBA courses, such as intelligence games and museum education, as a proactive approach to refining their teaching techniques in Turkey.

Erşahan [1] drew attention to the main obstacles that teachers face when implementing distance education regarding time management. Teachers have had to adapt their curriculum to meet children’s different needs and cope with technological challenges during the pandemic. As a result, teachers encountered difficulties in applying the determined teaching strategies. Teachers have also encountered challenges in implementing learner-centered learning because they have had to adapt to varying attention spans and varying levels of engagement among children.

This approach has occasionally led to extending course durations. Increasing lesson times can place a burden on teachers and affect the overall quality of teaching. The commitments parents and teachers make to pursue their education further hinder the incorporation of family responsibilities into the classroom environment. Teachers have demonstrated remarkable adaptability in the face of challenges, using digital resources and adjusting teaching methods to ensure children continue to have enriching educational opportunities during the pandemic. The pandemic has highlighted the importance of teachers being adaptable, creative, and collaborative to effectively overcome significant challenges in distance education.

5. Conclusions

The shift to distance education amidst the COVID-19 pandemic has posed considerable obstacles for teachers teaching young children. This discussion offers a concise summary of the main topics explored in the study. These concerns encompass various aspects. The major concerns are managing time effectively, dealing with interruptions in daily routines, resolving technical glitches, considering the effects on children’s growth, and addressing infrastructure limitations [22,23].

5.1. Challenges Preschool Teachers Faced During the COVID-19 Pandemic

Distance education is rapidly becoming more popular because of the worldwide COVID-19 epidemic. Preschool education has been greatly impacted by distance learning. Many obstacles that preschool teachers had to overcome had an impact on how they interacted with kids and conducted themselves professionally. As teachers delved into this unknown domain, several significant concerns surfaced, each offering distinct difficulties and chances for improvement.

During distance education, preschool teachers had difficulties in efficiently allocating their time. Teachers in conventional classroom environments rely on well-organized schedules to direct daily activities, such as class times, breaks, lunches, and other activities. These well-established patterns have been upset by the shift to distance education; however, teachers have found it difficult to keep their lesson plans consistent because of technical problems and different levels of student engagement [47,48].

It was hard for preschool teachers to manage their time well while they were doing distance learning. Teachers in conventional settings mostly use regular timetables to direct daily activities, such as class hours, lunch breaks, free periods, and rest times. However, the move to distance education has upset these long-standing patterns since teachers found it challenging to keep their lesson plans consistent because of technological obstacles and differing student participation levels [47,48].

Teachers often must adjust the duration of lessons in real time due to the need for additional time to explain ideas or solve technical problems in virtual environments. Flexibility in scheduling has created challenges for teachers, and children are accustomed to consistent routines that support their academic progress and emotional stability.

Additionally, the adaptation required by distance education has gone beyond planned class periods. Distance learning during the pandemic typically included a broader range of daily routines that regulate children’s interactions and activities in educational settings. The merging of school and home environments has affected preschool children’s perception of coherence, thus affecting their capacity to participate effectively in educational tasks [23].

5.2. Developmental Impacts of Distance Education on Children

Preschoolers faced significant developmental challenges in the distance learning environment that impacted their physical, social-emotional, cognitive, and language skills. Physical activities necessary for the development of motor skills and coordination are offered in home environments to a very limited extent compared to the structured play conditions seen in schools [47].

Prolonged isolation from classmates and teachers has a detrimental effect on children’s social and emotional development [35]. The absence of face-to-face interactions hindered their ability to develop social skills, regulate emotions, and enhance empathy, which are essential aspects of preschool education [50].

Although cognitive and linguistic developmental processes are more amenable to distance learning through interactive digital technologies, difficulties have been encountered in achieving the same level of engagement and comprehension as face-to-face interactions. Preschool teachers face challenges in remotely assessing and supporting each child’s unique learning needs, highlighting deficiencies in customized learning strategies and developmental supervision [48].

5.3. Level of Interest and Engagement of Preschool Teachers

Preschool teachers have faced difficulty maintaining children’s attention and engagement in distance education environments. Initially, a few children showed interest in online activities, attracted by the innovations of virtual interactions and digital technology. However, as the pandemic lengthened and distance learning became the norm in education, teachers gradually observed a decline in children’s participation and excitement [48].

Extended isolation from classmates and teachers resulted in children feeling disconnected and limited participation. A significant portion of preschool-age children had a marked inclination toward traditional educational environments, where they could interact freely with classmates, engage in cooperative play, and receive timely feedback from their educators. The lack of social interaction inherent in distance education has become a significant obstacle to creating a positive and comprehensive learning environment for preschool children [35,37,48].

5.4. Physical Capabilities and Conditions of Parents

The shift to distance education during the pandemic introduced a variety of practical challenges for parents and children. Most challenges were significantly influenced by the physical conditions at home. The most noticeable challenge was related to technological issues, particularly connectivity problems that hindered effective communication and learning. These challenges were most pronounced in rural areas where access to stable and reliable internet was limited, further exacerbating the difficulties of maintaining effective distance education [17,51]. Another major obstacle was the lack of sufficient technological infrastructure at home. Many families, particularly those in lower socio-economic brackets, did not have access to essential devices such as tablets or laptops. In many families, especially those with multiple children, sharing a single device became a widespread practice that hinder the children’s ability to consistently attend classes and complete assignments. This issue was particularly acute in larger families or households where resources were already stretched thin [22,23,24]. The physical space available in the home also played a crucial role in the effectiveness of distance learning. Many families with multiple children faced challenges due to the lack of separate quiet spaces for each child to focus on their lessons. This lack of space for individualized learning contributed to a decrease in the overall quality of education during this period [28]. These issues highlight the critical influence of physical conditions at home on the challenges faced by parents and children during distance education. These inequalities have been exacerbated, especially for children from poor families, threatening human capital and sustainable development goals in the long term [35].

The availability of technological resources, the number of devices per household, the amount of space for quiet study, and the presence of distractions all played pivotal roles in shaping the learning environment. Importantly, these disparities in home conditions contributed to widening educational inequalities, particularly for families in rural or economically disadvantaged areas, where access to the necessary resources for effective distance learning was often limited [43]. The physical conditions at home had a profound impact on the practical challenges of distance education, underlining the need for equitable access to resources and environments that support focused learning, especially during times of crisis. The economic level of families has been reported as the cause of the learning losses [35].

5.5. Evaluation of the Professional Development Activities

Teacher involvement in professional development activities has played a vital role in maintaining academic standards in challenging times and encouraging the continued development of teaching strategies. Kırık and Özkoçak [49] found that teachers’ confidence in using technology increased because of training courses that gave teachers the skills needed to navigate online courses. Kırık and Özkoçak [49]’s study also emphasized that teachers created a collaborative network where they could share ideas and best practices for distance education.

Adapting teaching methods during the COVID-19 pandemic to distance education is complex and has many challenges for preschool teachers. The challenges that preschool teachers have faced include effective time management, acquisition of technical skills, and providing developmental support to children. The endeavor to address future education policies should encompass infrastructure deficiencies, improving teachers’ digital literacy training, and promoting comprehensive child development. Teachers can improve crisis preparedness by recognizing and addressing these concerns.

6. Recommendation for Future

This study offers recommendations for practitioners and researchers. Practitioners should identify and correct infrastructure deficiencies in distance education. It is of great importance in terms of proactively reducing the risk of future epidemics. Children living in rural and less developed regions and their teachers appear to be most affected. Also establishing technical support mechanisms for internet connection problems is also crucial. It is important to prioritize support for preschool teachers to improve their digital literacy skills and implement effective distance education strategies. In addition, curricula and teaching approaches need to be adapted to meet children’s diverse learning needs. School administrations and teachers need to give utmost importance to these areas and increase their preparations against possible COVID-19-like conditions in the future. Quality and inclusive education policies are of critical importance to reduce the learning and social skill losses of preschool children in pandemic-like situations that have occurred during the pandemic period and will likely occur in the coming years and to create a more equitable education system starting from early childhood. On the other hand, future research should focus on teaching strategies that preschool teachers have tried and observed positive results during the COVID-19 pandemic. It is also important for researchers to investigate the long-term effects of distance education on various aspects of children’s development. More research should be conducted to improve teachers’ skills in managing their time and applying effective teaching strategies in virtual environments to ensure sustainability in preschool education during the pandemic since science is responsible for the promotion of social welfare [46]. This will help optimize learning outcomes and increase efficiency.