The reality of employing blended learning in achieving sustainable development in governmental secondary schools from the point of view of teachers of the Irbid district.
DOI:
https://doi.org/10.35875/g0g78s51Keywords:
Blended learning, Economic development, Educational development, Secondary school, Social development, Sustainable developmentAbstract
Background & Statement of the problem: The study aims to explore sustainable development within the context of integrated education and to examine the relationship between sustainable development in public schools and the levels of sustainable development observed among students, as perceived by teachers.
Objectives: The study aimed to investigate how integrated education contributes to sustainable development in government secondary schools, based on the perspectives of teachers in the Qasaba Irbid district.
Methods: The study employed a descriptive-analytical methodology to meet its objectives. The sample included 395 randomly selected male and female teachers. To achieve the study’s goals, a questionnaire was administered, covering two main dimensions. The first dimension comprised 24 items across three key areas: educational development (12 items), social development (6 items), and economic development (6 items). The second dimension consisted of 12 items divided into three key areas: quality education (4 items), inclusive education (4 items), and lifelong learning (4 items).
Results: The study’s results indicated that the implementation of integrated education in achieving sustainable development among secondary school students was highly practiced from the teachers’ perspective. The average score was 3.85 with a standard deviation of 0.49, representing (77%) implementation. Additionally, domains 1, 3, and 4 had arithmetic means of 0.79, 0.78, and 0.75, respectively, with standard deviations of 0.51, 0.67, and 0.51, and relative weights of 0.79, 0.78, and 0.75, all indicating a significant degree of implementation.
Conclusions (Recommendations and contributions): The study recommends that educational institutions adopt blended learning as one of the teaching methods. It also suggested holding conferences and training workshops on blended learning and sustainable development for teachers, as well as conducting more studies on the application of sustainable development goals in educational institutions.
