درجة توافر كفايات التعلم المدمج (Blended Learning)‎ لدى معلمات التربية الإسلامية بالمرحلة الثانوية، من وجهة نظر المعلمات و المشرفات التربويات بمدينة مكة المكرمة

Abstract EN

The research aimed to identify the level of availability of blended learning competencies for Islamic education female teachers at the secondary stage, from the perspective of the female teachers and the female educational supervisors in the Holy Makkah.

thus, the researcher chose as a sample (205) Islamic education female teachers and female educational supervisors in the Holy Makkah public schools.

the research tools included the descriptive approach and a questionnaire.

the competencies included 33 sentences classified into four areas, and the fifth area included (5) sentences describing obstacles.

the results showed that the competencies of the blended learning culture ranked first, followed by the competencies of using internet programs and services, then the competencies of preparing blended learning courses, and lastly the competencies of managing blended learning courses.

additionally, the research revealed a set of obstacles to blended learning implementation, including those related to the large amount of technical and administrative tasks entrusted to the female teachers, weak family-school cooperation, and insufficient capabilities.

there are statistically significant differences at the level (0.05) based on the nature of work, but there are no statistically significant differences based on the educational qualifications and the years of experience, and for obstacles, no significant differences have been found across all variables studied.

in terms of recommendations, the research stressed the importance of educating female teachers about blended learning and increasing training courses to familiarize them with the methods of this type of education.