Emec, Seyma2026-03-262026-03-262024978303167194497830316719512367-33702367-338910.1007/978-3-031-67195-1_182-s2.0-85206998190https://doi.org/10.1007/978-3-031-67195-1_18https://hdl.handle.net/20.500.14901/3496Emec, Seyma/0000-0002-4881-7955One of the most important needs of our time is for individuals to have basic skills, access to information and the ability to build healthy social relationships. This need can be satisfied by a correct and efficient education system. However, due to some negative situations, a transition to online education may occur to prevent the education system from being disrupted. While some precautions were taken during the coronavirus pandemic that first appeared in Turkey in 2020, after the closure of educational institutions, most of them stopped face-to-face classes and switched to online education at all possible levels. At the same time, in Turkey, the online education system was converted again due to the effects of the February 6, 2023 earthquake, which was described as the disaster of the century. Accordingly, in this study, in order to measure the effectiveness of the online education system, annual education data starting from the 2014-2015 academic year were considered. The data examined were compared with the data of the 2020-2021 and 2022-2023 academic period. The effectiveness of the online education system was examined based on the differences between the data using the Data Envelopment Analysis method. The results show that the efficiency of the education system during the pandemic and the disaster of the century was less effective than during the periods of face-to-face teaching.eninfo:eu-repo/semantics/closedAccessCovid-19Data Envelopment AnalysisEarthquakeOnline EducationConference Object