Online teaching in successive crisis contexts: Arab teachers’ perceptions in two emergency periods
DOI:
https://doi.org/10.24059/olj.v30i3.5408Keywords:
Arab teachers, online learning, educational technology, Technology Acceptance Model (TAM), crisis-based educationAbstract
This qualitative study explored 41 Arab-Israeli teachers’ perceptions of the transition to online learning during two crises: the COVID-19 pandemic and the Iron Swords War in Israel. Using the Technology Acceptance Model (TAM) as a conceptual framework, the study examined three central dimensions of teachers’ use of digital tools: perceived usefulness, perceived ease of use, and intention to integrate digital tools into future teaching. The findings revealed a marked shift in teachers’ attitudes and practices, from reactive and constrained adoption during the COVID-19 pandemic to more confident and pedagogically grounded use of digital tools during the subsequent crisis. During the pandemic, teachers experienced significant technological and pedagogical challenges, which limited their perceptions of both effectiveness and usability. In contrast, during the war, accumulated experience enabled more confident and effective implementation of digital tools. While initial adoption during COVID-19 was often reactive and fragmented, the subsequent crisis was characterized by greater pedagogical alignment, increased student engagement, and broader willingness among teachers to embed digital tools into their routine teaching. The study highlights the importance of contextual readiness, sustained professional development, and institutional support in fostering long-term technology acceptance in education.
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