Pedagogical Assimilation in the New Normal: Faculty Self-Efficacy and Transactional Distance in Post-Pandemic Distance Education in Türkiye

This study investigates the distance education practices, self-efficacy perceptions, and professional development needs of higher education faculty members in the post-pandemic period, using Moore’s Theory of Transactional Distance as a theoretical framework. Designed as a holistic single-case study within a Turkish higher education context, the research included 11 faculty members selected via purposive sampling. Data obtained from semi-structured interviews were analyzed using an inductive content analysis approach. The findings, structured around three main research questions and seven distinct themes, revealed that faculty members exhibited a pedagogical assimilation by directly transferring face-to-face routines to digital platforms, which rigidified course structures. Furthermore, while participants felt confident in using basic technological tools, they experienced pedagogical vulnerability regarding virtual classroom management and online assessment. The lack of visual cues and the loss of traditional academic authority transformed the transactional distance into a psychological detachment. Consequently, professional development demands have shifted from one-off software tutorials toward continuous pedagogical mentorship and ecosystem-wide support. The results emphasize that sustainable distance education requires a fundamental mind-set transformation, supported by mandatory pedagogical training and institutional peer-review policies, rather than mere infrastructural investments.