Educational Leaders’ Perceptions of Blended Learning

This study investigates the perceptions and readiness of school principals and educators in the United Arab Emirates (UAE) to adopt blended learning within public schools, focusing on the Emirates of Sharjah and Ajman. It addresses a research gap concerning the infrastructural, technical, and pedagogical preparedness required to implement blended learning effectively. Despite the UAE’s extensive investments in digital education, limited empirical studies have explored how these initiatives translate into practical adoption within public school systems. This study seeks to bridge this gap by examining the readiness of school leaders and teachers, alongside the Ministry of Education’s (MoE) role in facilitating this transition. Using a mixed-methods approach, data were collected from 170 participants, including 35 school leaders and 135 teachers, through surveys comprising both closed- and open-ended questions. Quantitative data provided measurable insights into infrastructural readiness and leadership attitudes, while qualitative data offered deeper contextual perspectives on challenges and perceptions. Key variables such as leadership readiness, infrastructural adequacy, and integration of MoE guidelines were analyzed using descriptive statistics, Pearson’s correlation, and discourse analysis to identify themes and relationships. The findings highlight that while principals and teachers support blended learning as a means to enhance educational practices and align with global standards, significant challenges persist. These include high implementation costs, resistance to change, and insufficient professional development opportunities. Principals emphasized the need for robust infrastructure, including high-speed internet, smart devices, and IT support, as critical enablers of blended learning. Teachers expressed a readiness to transition to blended learning but identified gaps in training and accessing resources. This research advances e-learning practice by offering evidence-based recommendations, including phased implementation, enhanced MoE support, and leveraging higher education institutions as consultative partners. It contributes to the broader e-learning knowledge base by identifying the contextual challenges of adopting blended learning in the UAE and proposing actionable strategies to overcome these barriers. The study underscores the potential of blended learning to transform UAE public education by fostering a technologically advanced, globally aligned learning environment while highlighting the need for sustained investment in teacher development and infrastructure.