E- LEARNING IN PALESTINIAN UNIVERSITIES: COMPETENCIES AND DIFFICULTIES

Abstract

Background: Palestinian universities operate within a complex context of political instability and infrastructural constraints, making e-learning implementation particularly challenging. While previous research has documented general barriers, few studies have examined how institutional and demographic factors influence faculty experiences with digital education. This study addresses this gap by investigating the interplay between organizational contexts and individual characteristics in shaping e-learning adoption.

Methods: A cross-sectional study was conducted during the 2023-2024 academic year with 64 faculty members from three Palestinian universities selected through stratified random sampling. The study utilized validated self-administered questionnaires measuring e-learning competencies (18 items) and difficulties (37 items) on 5-point Likert scales. Statistical analyses included descriptive statistics, independent samples t-tests, one-way ANOVA, and post-hoc LSD tests using SPSS.

Results: The analysis revealed no significant differences in e-learning competencies or difficulties based on gender, teaching experience, academic discipline, or teaching location. However, significant inter-institutional differences emerged in perceived competencies, with faculty at Hebron and Arab American universities reporting higher competency levels than those at Al-Istiqlal University. Counterintuitively, academics residing in refugee camps reported significantly fewer difficulties than their counterparts in cities and villages, suggesting unexpected adaptive resilience in more challenging environments.

Conclusion: This study demonstrates that institutional factors, rather than individual demographic characteristics, predominantly shape e-learning experiences in Palestine's resource-constrained environment. The adaptability observed in refugee camps reflects a resilience-based approach driven by strong community interaction and cohesion. The study recommends that Palestinian universities focus on strengthening institutional capacity rather than designing interventions based on individual traits. Future research should adopt longitudinal or qualitative designs to further investigate the mechanisms of adaptive resilience in conflict-affected educational environments.