The Role of Blended Learning in Developing Creative Thinking among Students from the Perspective of Teachers in Public Schools in the Qasabat Al-Mafraq District

The study aimed to identify the role of blended learning in developing the creative thinking of students in the Qasabat Al-Mafraq District public schools from the teachers' perspective. The study used a descriptive survey method applied to a cluster sample of 175 male and female teachers. The results showed that the perceived role of blended learning in enhancing student creativity from the teachers' perspective was rated at a prominent level in the Qasabat Al-Mafraq District public schools. Among the different domains studied, the field of “Flexibility” received a high rating, followed by “Originality,” also rated highly, and finally, “Fluency,” which was rated at least at a medium level. The results also indicated significant differences in the average responses of the study sample regarding the role of blended learning in student creativity development, attributed to the variable of teaching experience, with those having less than 10 years of experience viewing it more favorably. However, there were no significant differences based on the gender variable.