The investigation of teaching, social and cognitive presence levels of pre-servıce efl teachers during the mandatory hybrid education after Kahramanmaras earthquake

The primary aim of the present study is to investigate the teaching, social, and cognitive presence levels of pre-service English language teachers during the compulsory post-earthquake hybrid education, considering variables such as their year of study in the teacher education program, gender, and prior experience with the hybrid learning model. The study also aims to reveal the correlation between the three presence levels of the CoI framework. Additionally, it seeks to explore the experiences of these teachers regarding the challenges they faced and the opportunities they gained from this model. By understanding the perceived presence levels in pre-service English teachers and the challenges encountered, we gain valuable insights into adapting to hybrid education and enhancing course quality during such times. The results show that having prior experience in hybrid or online learning modes results in higher teaching presence and thus helps to adapt to the shift to hybrid learning. On the other hand, the study reveals that the social presence levels of the EFL teachers are lower compared to teaching and cognitive presence levels meaning that there is a need to develop better pedagogical approaches to enhance the interaction between students. Year of study in the program was also found to be significant in all presences which indicates that higher classes may have a greater ability to engage with course content at a deeper level. This research can provide insights to support prospective teachers' cognitive, social, and teaching presences in hybrid environments. Moreover, findings from this study could have broader implications for educational policy and practice, contributing to the development of flexible and strong education models that can be applied globally.