A comparative analysis of Arab and Jewish teachers’ remote online teaching experience

This study investigated potential disparities between Arab and Jewish teachers concerning the integration of technology into teaching, following their experiences with remote online learning during the Coronavirus pandemic. Specifically, it explored the role of cognitive perceptions, ethnic group differences, and their interaction on teachers’ behavior, as well as schools’ preparedness for technology integration. A total of 403 teachers (Arab 308, Jewish 95) participated in this quantitative research, utilizing structured questionnaires. Propensity scoring matching (PSM) was performed for the comparative analysis to create balanced groups regarding variables of interest. The findings revealed differences in cognitive perceptions, Arab teachers showed more positive perceptions of the use of technology than Jewish teachers. Conversely, Jewish teachers demonstrated a higher level of control of digital tools and willingness to incorporate technology in teaching. In the study sample, cognitive perceptions were significantly associated with the technology-oriented behavior of both Arab and Jewish teachers. Ethnic group differences and their interaction with cognitive perceptions were associated with variations in the behavior of Arab and Jewish teachers, favoring the former in terms of controlling digital tools and embracing changes. These findings are discussed within the framework of attitude-behavior theories and literature addressing cultural distinctions in educational settings.