Obstacles to the Implementation of Blended Education and Proposed Solutions from the Perspective of Teachers in the Second Cycle of Basic Education Schools in Tartus City

Abstract

The aim of the research was to identify the obstacles to the implementation of blended education from the perspective of teachers in the second cycle of basic education schools in Tartus City, as well as the proposed solutions for its implementation. The research adopted a descriptive methodology, and the sample consisted of (164) teachers in Tartus City, to whom a questionnaire composed of (46) items was applied.

      The research reached the following results:

- The degree of presence of obstacles to the implementation of blended education in the second cycle of basic education schools was found to be high, with technical and material obstacles coming in first and second place, followed by educational and administrative obstacles in third and fourth place, and then human obstacles with a high degree for all five obstacles, followed by social obstacles in sixth place with a medium degree.

- Among the most important proposed solutions for implementing blended education in the second cycle of basic education schools, from the perspective of teachers, are: creating computer labs specifically equipped for blended education, training teachers and learners in English to facilitate the implementation of blended education, and the Directorate of Education holding educational workshops that help in using blended education.

- There are no significant and substantial differences between the responses of the research sample of second-stage teachers regarding their estimates of the degree of obstacles to the implementation of blended learning in their schools according to the variable of academic qualifications. However, a significant and substantial difference was found according to the variable of training courses in the field of technology concerning the obstacles (educational, human, and administrative), and in the overall score of the questionnaire in favor of the teachers who underwent such training.

 In light of the results reached by the research, the researcher suggested emphasizing the importance of implementing blended learning in the educational process and increasing attention to the infrastructure and its technological and technical preparations to enable blended education.