Blended learning in primary school education: Views from teachers in Jordan on the implementation challenges

Reem AbdElkareem Alomoush
Yarmouk University, Jordan

This study aims to identify the challenges faced by primary school teachers when implementing blended learning and to suggest the most important ways to overcome them. It also explores the impact of variables such as gender, academic qualification, and years of experience, on these challenges. A descriptive approach was adopted, and a questionnaire comprising two sections was designed as the study tool. The first section represented the challenges distributed across five areas: blended learning content, administrative and environmental systems, teachers, and students. The second section represented some proposed ways to overcome these challenges. The study concluded that the level of challenges in various areas was moderate, with the highest challenges referring to the "learning content" dimension and the lowest challenges referring to the "students" dimension. The highest ratings for overcoming challenges were given to the item "training primary school teachers on self-learning methods." One of the important recommendations of my study is the need to provide electronic curricula for primary school subjects in blended learning, with clear guidelines and rules for both teachers and students.
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Author: Dr Reem AbdElkareem Alomoush is an assistant professor of Curriculum and Instruction in elementary education, and instructional technology at the Faculty of Educational Sciences, Yarmouk University, Jordan. Her previous and ongoing research has focused on teaching and learning in the early grades of school, and sustainable education, integration of digital technology in education, and elementary teacher preparation. ORCID: https://orcid.org/0000-0002-3156-5560 Email: reem.alomoush@yu.edu.jo Please cite as: Alomoush, R. A. (2025). Blended learning in primary school education: Views from teachers in Jordan on the implementation challenges. Issues in Educational Research, 35(3), 881-904. http://www.iier.org.au/iier35/alomoush.pdf