It is a fact that the world was caught unprepared for the Covid-19 outbreak. Especially when the epidemic broke out in many countries, educational activities were suspended for a while, and then distance education was started. Since this process is the result of a sudden transition, it has been seen that it brings with it many difficulties. Among these difficulties, perhaps the most prominent was the situation of students who need special education and special education teachers. In this direction, the aim of the study is to determine the difficulties experienced by students with special needs and special education teachers in this process. This research was carried out within the framework of the qualitative method. Within the scope of the research, 20 special education teachers were reached, and their opinions were taken with a semi-structured interview form. The responses received were divided into codes and categories, which were analyzed by content analysis, one of the qualitative analysis methods. According to the findings, special education teachers stated that they had the most difficulty in communicating with their students while negating the distance education process. Accessibility problem was also stated as an important problem and the problems caused by low parental technology literacy were emphasized. Although special education teachers find positive justifications for ensuring that education somehow continues in the distance education process, they make several valuable suggestions for structuring the system more inclusive and for all potential users. Platforms for students who need special education in the distance education process can be designed to support topics such as content, interaction, socialization. The family can take a more active role in this process as a stakeholder. For this, family members can be motivated with the necessary prior information and demands full of expectations.

The main purpose of this study is to measure the performance of the employees working as instructors in higher education institutions in the distance education process and to determine the role of digital literacy and perceived organizational support variables in this performance. In addition, determining the relationships between instructors’ distance education performance, digital literacy levels and organizational support perceptions according to demographic variables is another aim of this study. The research was carried out within the framework of the relational survey model, which is one of the quantitative research methods. In the study, 289 instructors were reached by using the simple random sampling method. As a result of the research, it was determined that the instructors showed high performance in the distance education process. It has been found that the level of digital literacy and the perception of organizational support are important predictors of distance education performance. In future studies, the effects of different variables on positive organizational behavior such as organizational commitment, job satisfaction, organizational justice and organizational virtue on distance education performance can be examined.

It is clear that the world has changed with the latest pandemic known as the COVID-19. Moreover, a part of this change will be permanent. Because humanity has always been successful to create new alternatives during the crisis. When the COVID-19 pandemic was declared by World Health Organization (WHO) in March 2020, people worried about sustainable education as well as accessible health. Accessing and sustaining education were one of the main problems. This study is a content analysis. In this study, the re-searchers have investigated the educational sciences studies during the COVID-19 pan-demic. They have identified 61 relevant studies on Web of Science database and analysed them with the dimensions of research methods, data collection tools, working groups, sample size, parameters and findings/results. This examination has showed that most of these studies are quantitative studies. The most frequently used data collection tool is questionnaire. The most preferred working group are “university students” and “teachers”. The studies were conducted with groups between 1-101 and 101-200 individuals, at most respectively. The most compiled variables are “distance education” and “perception”. The most frequently reported points in the results are the limitations of distance education and the digital transition.