Palestinian EFL Students' Attitudes Toward E-Learning and Blended Learning during the 7th of October War on Gaza

Abstract

The beginning of the Israeli military aggressive attack on Gaza after the 7th of October resulted in the disruption of education in Palestine at universities, schools, and kindergartens. Online learning can provide learners with opportunities to employ learning technologies during challenging conditions to secure somehow conducive learning environments during wartime. This study aims to investigate the perceptions of EFL students in Palestinian universities toward e-learning and blended learning during the Gaza War on October 7th. This study examines both, the benefits and the challenges of e-learning and blended learning in general, as well as the challenges of e-learning and blended learning during the Gaza War on October 7th, from the Palestinians’ points of view. The researchers used a quantitative method in this study. In order to collect data, they distributed a questionnaire among six Palestinian universities: Hebron University, Birzeit University, Bethlehem University, and Al-Quds University Palestine Ahliya University, An-Najah National University. In the questionnaire, the participants were 98 students (87 females and 11 males), and all participants have tried e-learning and blended learning experimentation during this Gaza war October 7th crisis. Overall, students’ attitudes toward e-learning and blended learning diverged as to whether to conduct e-learning or blended learning as a continuation of the semester within the 7th of October Gaza War (2023-2024). The researchers concluded that e-learning has emerged as a preferred option for many students due to its ability to address safety concerns, financial constraints, and convenience. It is especially useful during times of war and economic instability. On the other hand, some respondents prefer blended learning because of its perceived benefits in promoting fairness, adaptability, and improved learning outcomes.