Paradigm shift in education in the post-COVID-19 world: Is decentralized education possible? Is decentralized education possible?

Güneş Korkmaz; Çetin  Toraman; Volkan  Duran

Paradigm shift in education in the post-COVID-19 world: Is decentralized education possible?

Is decentralized education possible?

Authors

Güneş Korkmaz Özel Ege Lisesi https://orcid.org/0000-0002-9060-5972
Çetin Toraman Çanakkale Onsekiz Mart University, Faculty of Medicine, Department of Medical Education https://orcid.org/0000-0001-5319-0731
Volkan Duran Iğdır University, Faculty of Science and Literature, Department of Psychology https://orcid.org/0000-0003-0692-0265

Abstract

Decentralization in education, which is an approach based on learner effectiveness independent of a certain institutional and bureaucratic authority, has become a current issue again due to the global COVID-19 pandemic. This study aims to examine the views of 1648 faculty members working at different universities in Turkey regarding the potential paradigm shift in education in the post-COVID world. A five-question questionnaire was used to collect the data. The data were interpreted with descriptive statistics such as frequency and percentage in terms of the academic title, seniority and academic field. The results reveal that instructors expect a great paradigm shift in education after the pandemic. Despite different opinions in terms of the title, the expected changes in education after the pandemic according to seniority and academic field were found to be similar. In addition, faculty members believe that the COVID-19 pandemic has changed the way people and educators view education; however, it has been concluded that they do not expect a transformation towards certification-based competency regardless of the institution from which the diploma is obtained. In this context, although the faculty expect a paradigm shift in education, they believe that centralization in education will remain as it is.

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Published

2021-09-01

Issue

Vol. 13 No. 3 (2021): International Journal of Curriculum and Instruction

Section

Articles

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