Abstract
The paper aimed to identify the perceptions of Israeli, Jordanian, Indian, and Czech Republic teachers about using blended learning during COVID-19. A quantitative method was adopted in which a questionnaire was used to collect the data from (1498), from Israel (320), Jordan (338), Indian (480) and Czech (360) teachers, The questionnaire contains 30 items divided into three dimensions: educational dimension , learning dimension and educational environment dimension), The results of this study showed a high degree of use of blended learning among Israeli teachers, a moderate one among Jordanians, and a low It also showed statistically significant differences attributed to gender and the type of school among Israeli teachers. Contrary to the Jordanians and Czechs, all the countries realize the potential of blended learning to improve educational outcomes. The author recommends that to maximize the benefits of blended learning in these conditions, challenges such as infrastructural restrictions, teacher training, and equal access to technology must be addressed, The authors concluded that the implementation of Bl as a learning strategy depends on two factors: the readiness of the teachers to implement it and the willingness of the system to meet the needs.
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