بيئة التعلم المدمج القائم على المشروع وفقا لمستوى المثابرة الأكاديمية، وفي ضوء مهارات القرن الحادي و العشرين وأثرها في تنمية مهارات توظيف المستحدثات التكنولوجية لمعلم مدارس المتفوقين وتقبله التكنولوجي

الملخص EN

The current research aimed to develop the skills of employing instructional innovations and technological acceptance of the STEM school's teacher through the development of a project-based blended learning environment according to the level of academic persistence and considering the skills of the twenty-first century.

The research followed the developmental approach, and the experimental design with two groups for a sample consisting of (70) teachers from STEM schools in the special diploma for preparing a STEM teacher at the Faculty of Education, Minia University in the academic year 2021/2022.

The research tools were achievement test, product rubric card, and technological acceptance scale, And the classification tool was of academic persistence scale.

The results showed that there was a difference between the pre and post application of the two research groups in the cognitive test, which means that their level of knowledge improved after the implementation of the research experiment, and there was no difference at post application between the two groups in the cognitive test, and the performance of the two groups improved and excelled in the post application with a mastery rate of more than 85% for the product rubric card.

The first experimental group with a high academic Persistence level was superior to the second experimental group with a low academic Persistence level, and there was no difference between the two experimental groups in the technological acceptance scale.