In this study, a sequential exploratory mixed design was used. The participant group of the study consisted of 342 social studies teachers determined through the maximum sampling method. The data were collected with the A-12 Teachers' Online Education Readiness Scale and a semi-structured interview form. In the study, it was determined that the teachers' readiness levels for online education were high. It was also determined that the levels did not differ according to the gender and age variables, but differed according to the region of duty. In the study, it was determined that a number of the participants thought that the online readiness level of social studies teachers was generally adequate, while other participants thought that it should be improved. The participants stated that they experienced certain difficulties in online education spaces, such as inadequate technology and internet infrastructure, ineffective teacher-student communication, and students not participating in lessons. In addition, it was determined that a few of the participants were of the opinion that the blended teaching system in which online and face-to-face education are used together was a good thing, other participants were of the opinion that online education should be utilized as an alternative, and several participants were of the opinion that online education should not be used.
Suat Polat (Sat,) studied this question.