درجة توفر كفايات التعليم المدمج في ضوء المدخل البنائي لمعلمي التربية الإسلامية في المرحلة الثانوية

Abstract EN

The study aimed at identifying the degree to which secondary school teachers in Hail Region pos sessed blended education competencies of the constructivist approach.

It also sought to identify the differences between the responses of the study sample members which could be attributed to the following variables : (gender, experience, and number of training courses).

The descriptive survey method was used.

To achieve the objectives of the study, a questionnaire of (4) parts was applied to a sample of (312) male and female secondary school Islamic education teachers in Hail Region.

The results of the study revealed that the degree to which secondary school Islamic education teachers in Hail Region possessed blended education competencies of the constructivist approach was high.

There are also no statistically significant differences in the responses of the study sample due to the variables (gender, number of years of experience, training courses).

The study concludes with some recommen dations including the necessity for the Saudi Ministry of Education to adopt a national project that encourages teachers, students, and educational supervisors to use blended learning according to the constructivist approach.