Abstract
This study investigates school dropout, particularly the shift to open high schools in Türkiye during the pandemic, through a multi-stakeholder lens. Using grounded theory, data was collected via semi-structured interviews with 12 students, 15 teachers, and 20 school administrators. Results reveal a model linking themes: predictive reasons for transferring to open high school, both pandemic-related and unrelated, positive/negative consequences of the transition, pandemic’s impact on formal education continuity, essential open high school skills, and strategies to reduce such preferences. Findings highlight the sway of exam-focused education on open high school interest, regardless of COVID-19, and emphasize the need for equitable education amidst Türkiye’s pandemic challenges. Theoretical implications may infer the necessity of approaching school dropout as a multilayered dynamic issue within the cultural context. The implications also may convey the significance of policies and systems not only to reduce the rates of school dropout but also critically unpack underlying reasons to make improvements.
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