The extent to which blended learning is employed by primary school teachers in Syria and the obstacles hindering its implementation

The extent to which blended learning is employed by primary school teachers in Syria and the obstacles hindering its implementation

Abstract

This study aimed to identify the degree of blended learning implementation among basic education teachers in Syria and to reveal the main obstacles hindering its application in the school environment. The study adopted a descriptive analytical approach and was conducted on a sample of 550 male and female basic education teachers from public schools in Homs Governorate during the 2025–2026 academic year, using a questionnaire consisting of two domains and 24 items. The results indicated that the level of blended learning implementation was high, while technical and organizational obstacles were also present at a high level. The findings further revealed statistically significant differences in the degree of implementation attributed to age and training courses, with no significant differences associated with most other variables. The study recommended improving technical infrastructure, enhancing professional training, and providing sustainable institutional support to activate blended learning in basic education.

Key words: Blended learning, basic education stage, educational technology integration, educational obstacles, Syria.