Blended Learning and Its Relationship to the Quality of Education in Palestinian Universities

Abstract

This study aimed to examine the relationship between blended learning and the quality of education in Palestinian universities operating in the West Bank, from the perspective of academic staff, considering the variables of gender, academic qualification, and years of experience. To achieve this objective, a descriptive correlational approach was employed. The study population comprised all academic staff members at Palestinian universities in the West Bank, totaling 2,840 individuals. Data were collected using a questionnaire consisting of 50 items, which were distributed across nine domains. The instrument was administered to a stratified random sample of 340 academic staff members during the first semester of the 2024/2025 academic year. The results revealed that the level of blended learning in these universities was high, with an overall mean score of 3.53. Similarly, the quality of education was rated highly, with an overall mean score of 3.52. A strong positive correlation was identified between the four domains of blended learning and the five domains of education quality. Based on these findings, the study recommends strengthening collaboration between universities, government agencies, and various organizations to develop an advanced educational environment that fosters innovation in teaching and learning.