Faculty Perspectives on Emerging Educational Trends and Structural Barriers in Palestinian Higher Education

Abstract

This descriptive study examines faculty perspectives on emerging educational trends, technological innovations, and systemic challenges shaping the future of higher education in Palestine. The study also investigates faculty readiness for digital transformation, evolving pedagogical models, and the institutional capacity required to support educational innovation. Data were collected from 70 faculty members across Palestinian higher education institutions using a structured questionnaire based on a five-point Likert scale. Descriptive analysis was conducted to assess students' and teachers’ perspectives, and independent-samples t-tests were employed to compare mean differences between two groups (e.g., gender). At the same time, one-way analysis of variance (ANOVA) was used to examine differences across groups on demographic or professional characteristics. The findings indicate generally positive attitudes toward innovation, with faculty expressing strong support for integrating personalized digital learning and competency-based curricula to better align academic outcomes with labor market demands. However, the results also reveal significant structural barriers that hinder institutional adaptability, particularly limited resources and infrastructure constraints within Palestine's broader socio-political context. Overall, the study offers valuable insights for policymakers and higher education leaders seeking to bridge global educational trends with the specific needs and realities of the Palestinian higher education system.