Abstract :The primary aim of this study was to self-assess the psychological well-being of university students, specifically pre-service English language teachers due to the convenience sampling, during Emergency Remote Teaching (ERT) in the aftermath of an earthquake that affected the South-Eastern region of Türkiye. Utilizing Oxford (2016)’s EMPATHICS framework, we adopted a mixed-methods research design, where quantitative data were subjected to descriptive statistical analysis, and qualitative data were subjected to narrative analysis. To collect data, participants were administered a survey in the first phase and engaged in a narrative inquiry in that of the second with a clear priori instruction. The results offered valuable insights into the complex dynamics influencing their psychological well-being during ERT, particularly in post-disaster scenarios in a regional context. Besides, participants’ perceptions were revealed predominantly through the EMPHATICS framework to better understand the various dimensions of their psychological well-being that might also serve as a foundation for future research endeavors. Keywords : Well-being, university students, EMPHATICS, ERT
