https://journals.qou.edu/index.php/jropenres <a style="color: black; text-decoration: none;" href="/index.php/jropenres" target="_blank">The Palestinian Journal of Open Learning and e-Learning is a peer-reviewed scientific journal issued by al-Quds Open University in Palestine. The journal has a double-blind peer review policy. It also provides full access to its research for viewing or downloading. The journal aims to provide a platform for disseminating research according to international scientific standards. It also aims to promote and enhance Arab scientific works in the fields of open education and e-learning. The journal does not charge any fees for research publishing or subscription. The journal is published annually in its print and electronic versions and accepts papers and research studies written in Arabic and English. It also accepts translations of research papers within the fields related to open education and e-learning. The first issue was published in January 2007. It carries the International Standard Serial Number ISSN (electronic version 2520-5692 and print version 2074-5656). </a> ar-IQ <ol><li>The editorial board confirms its commitment to the intellectual property rights</li><li>Researchers also have to commit to the intellectual property rights.</li><li>The research copyrights and publication are owned by the Journal once the researcher is notified about the approval of the paper. The scientific materials published or approved for publishing in the Journal should not be republished unless a written acknowledgment is obtained by the Deanship of Scientific Research.</li><li>Research papers should not be published or republished unless a written acknowledgement is obtained from the Deanship of Scientific Research.</li><li>The researcher has the right to accredit the research to himself, and to place his name on all the copies, editions and volumes published.</li><li>The author has the right to request the accreditation of the published papers to himself. </li></ol> [email protected] (Palestinian Journal for Open Learning & e-Learning) [email protected] (محمد دغامين) Sat, 31 May 2025 00:00:00 +0300 OJS 3.3.0.13 http://blogs.law.harvard.edu/tech/rss 60 https://journals.qou.edu/index.php/jropenres/article/view/4760 <p style="direction: ltr;"><strong>Objectives</strong>: The study aimed to identify the role of school administrations in reducing learning loss in Palestine - Yatta Directorate as a case study.</p> <p style="direction: ltr;"><strong>Methods</strong>: The descriptive analytical approach was used, and the questionnaire was a tool for collecting data. It consisted of (33) items and was applied to a sample of (89) teachers from various public schools in Yatta District, who were selected by a stratified random method.</p> <p style="direction: ltr;"><strong>Results</strong>: The study found that the overall degree of school departments' role in reducing educational loss was high, and the area of school management's role towards the curriculum received the highest arithmetic average. (3.76), followed by the scope of the school management role, the tendency of the teacher was 3.48, and then the area of the school administration role reached the direction of the community (3.44), in the last order, the scope of the school administration's role was )3.42( The study showed that there were no statistically significant differences between the computational averages of the individual estimates of the study sample of the role of school departments in reducing educational loss in Palestine _ Mata case study depending on the school level variables and years of service And the study showed that there are statistically significant differences depending on the scientific qualification variable in favor of a master's degree and higher, There are also statistically significant differences depending on the speciality variable in favor of natural sciences.</p> <p style="direction: ltr;"><strong>Conclusions</strong>: The study recommends the need to activate supportive education, and follow up with school administrations to build treatment plans that follow diagnostic tests, so that they are implemented by the main investigation committees.</p> Reham Kamel Balasi, Ashraf Mohammad Abu Khayran Copyright (c) 2025 http://creativecommons.org/licenses/by/4.0 https://journals.qou.edu/index.php/jropenres/article/view/4760 Sat, 31 May 2025 00:00:00 +0300 https://journals.qou.edu/index.php/jropenres/article/view/4752 <p style="direction: ltr;"><strong>Objectives</strong>: This study aimed to demonstrate the reality of educational supervisors’ practice in Irbid Governorate for the values and etiquette of dialogue derived from Islamic educational thought from their points of view.</p> <p style="direction: ltr;"> <strong>Methods</strong>: To achieve the objectives of the study, the researcher used the descriptive analytical method, where he derived the values and etiquette of dialogue from the Holy Qur’an and the Noble Prophet’s Sunnah, and he constructed a questionnaire consisting of (48) items that were distributed to (227) male and female supervisors in the education directorates of Irbid Governorate.</p> <p style="direction: ltr;"><strong>Results</strong>: The researcher concluded that the reality of educational supervisor’s practices of the values and etiquette of dialogue derived from Islamic educational thought are high, and there are no differences between the variables of the study.</p> <p style="direction: ltr;"><strong>Conclusions</strong>: The researcher concluded that it is necessary to strengthen this dialogic approach among all educational supervisors in all directorates in the Hashemite Kingdom of Jordan by decision makers and to circulate the results of this research to all directorates.</p> Mahmoud Ahmed Awad Al-Zoubi Copyright (c) 2025 http://creativecommons.org/licenses/by/4.0 https://journals.qou.edu/index.php/jropenres/article/view/4752 Sat, 31 May 2025 00:00:00 +0300 https://journals.qou.edu/index.php/jropenres/article/view/4750 <p style="direction: ltr;"><strong>Objectives</strong>: The study aimed to investigate the extent of crisis management practices among school principals in the Education Directorate of Al-Aqaba Governorate and their relationship with organizational trust practices from teachers' perspectives.</p> <p style="direction: ltr;"><strong>Methods</strong>: The descriptive-correlational method was utilized, and a questionnaire was employed as a data collection tool, which was administered to a sample consisting of (737) male and female teachers selected through simple random sampling technique.</p> <p style="direction: ltr;"><strong>Results</strong>: The results showed that a high degree of crisis management competency among school principals in the Education Directorate of Al-Aqaba Governorate. Additionally, organizational trust was reported at a high level. Furthermore, statistically significant moderate positive correlations were found between the degree of crisis management competency among school principals and their organizational trust practices.</p> <p style="direction: ltr;"><strong>Conclusions</strong>: The study recommends organizing training workshops for teachers focusing on crisis management strategies and how to deal with them, as well as involving parents in these workshops.</p> Heyam Ibrahim Mohammad Al-Jarrah Copyright (c) 2025 http://creativecommons.org/licenses/by/4.0 https://journals.qou.edu/index.php/jropenres/article/view/4750 Sat, 31 May 2025 00:00:00 +0300 https://journals.qou.edu/index.php/jropenres/article/view/4671 <p style="direction: ltr;"><strong>Objectives</strong>: The study aimed to identify the level of keeping pace with the development of the Jordanian educational system in the schools of Qasaba Irbid District.</p> <p style="direction: ltr;"><strong>Methodology</strong>: The study used the descriptive analytical approach, and a questionnaire consisting of (26) items, distributed into three areas (the field of school administration, the field of the teacher, and the field of the student). The study sample consisted of (190) principals and supervisors, who were selected by a simple random method.</p> <p style="direction: ltr;"><strong>Results</strong>: The results of the study showed that the study sample’s estimates of the level of keeping up with the development of the Jordanian educational system as a whole came to a large degree, and the arithmetic average as a whole reached (3.84), where the field of “school administration” came in first place, and the field of “student” came in second place, while The field of “teacher” came in last place, and the lack of statistically significant differences in the opinions of the sample members as a whole is due to the variables: (gender, educational qualification, years of experience, and job title).</p> <p style="direction: ltr;"><strong>Recommendations</strong>: In light of the results, the study recommends developing the teacher’s professional competencies, arming him with knowledge and skills, and creating communication links between teachers by holding training workshops and scientific seminars.</p> Khaled Saleh Bani Younis Copyright (c) 2025 http://creativecommons.org/licenses/by/4.0 https://journals.qou.edu/index.php/jropenres/article/view/4671 Sat, 31 May 2025 00:00:00 +0300 https://journals.qou.edu/index.php/jropenres/article/view/4834 <p style="direction: ltr;"><strong>Objectives</strong>: The Current study aimed to determine the level of school psychological stress among tenth-grade students in the Sultanate of Oman during the academic year 2022/2023.</p> <p style="direction: ltr;"><strong>Methods</strong>: The researchers used the descriptive approach, where the final study sample consisted of (649) male and female students from the tenth grade in the Sultanate of Oman, who were selected by a stratified random method. The School Physiological Stress Measurement was applied to them,</p> <p style="direction: ltr;"><strong>Results</strong>: and the consequences indicated that tenth-grade students suffer from psychological stress at a moderate level, and the most important stresses they suffer from are: The content of the curricula lacks topics that encourage students to scientifically research the stresses related to the curricula. And the lack of diversity in teachers’ teaching methods regarding pressures related to the teacher. As for psychological pressures for students, most of them were: I want to sit alone when I am stressed. The consequences furthermore indicated that there were no statistically significant differences at the significance level (α≤ .05). Among the averages of tenth-grade students in the Sultanate of Oman in the school psychological stress scale attributed to the gender of the students, and there were statistically significant differences at the level of significance (α≤ .05) between the averages of tenth-grade students in the Sultanate of Oman in the school psychological stress scale attributed to the governorates.</p> <p style="direction: ltr;"><strong>Conclusions</strong>: In light of the consequences of the study, a set of recommendations was presented, the most important of which is: Providing awareness programs for school students about the obstacles present in the school environment, their causes, and methods of confronting them, to reduce their level of psychological stress at school, and paying attention to providing effective educational environments that are compatible with modern developments in the world of technology.</p> Azza Salim Alhabsi, Ibrahim Said alwahaibi, jokah Mohammed alsawafi Copyright (c) 2025 http://creativecommons.org/licenses/by/4.0 https://journals.qou.edu/index.php/jropenres/article/view/4834 Sat, 31 May 2025 00:00:00 +0300 https://journals.qou.edu/index.php/jropenres/article/view/4961 <p style="direction: ltr;"><strong>Objectives</strong>: The study aimed to explore the impact of interactive learning on developing English-speaking skills and its role in enhancing their implementation in higher education.</p> <p style="direction: ltr;"><strong>Methodology</strong>: The study employed a quasi-experimental design and a descriptive approach. Pre- and post-tests were administered to a sample of (64) students, who were divided into experimental and control groups. Additionally, a questionnaire consisting of (30) items, distributed over three main domains, was used to assess the role of interactive learning in boosting students' confidence in speaking English, increasing their motivation to communicate, and providing a supportive learning environment for utilizing English-speaking skills.</p> <p style="direction: ltr;"><strong>Results</strong>: The results revealed statistically significant differences at (α ≤.05) between the two groups in the post-test, favoring the experimental group. This confirms the effectiveness of interactive learning in improving English-speaking skills. The findings also indicated that interactive learning enhances students' self-confidence, increases their motivation to</p> <p style="direction: ltr;"> speak English, and provides a supportive classroom environment for practicing speaking skills.</p> <p style="direction: ltr;"><strong>Conclusion</strong>: The study concluded that interactive learning improves communication skills and enhances students' psychological aspects. In light of these findings, the researcher recommended integrating interactive activities into English language curricula, focusing on designing activities that enhance students' proficiency in using English effectively.</p> Aida “Mohammed Ali” Bakeer Copyright (c) 2025 http://creativecommons.org/licenses/by/4.0 https://journals.qou.edu/index.php/jropenres/article/view/4961 Sat, 31 May 2025 00:00:00 +0300 https://journals.qou.edu/index.php/jropenres/article/view/4747 <p style="direction: ltr;"><strong>Objectives</strong>: This study investigated the effect of using the five-fingers strategy on developing reading Comprehension for Jordanian EFL Ninth- Grade Students.</p> <p style="direction: ltr;"><strong>Method</strong>: Two groups and a quasi-experimental design were used. The researcher randomly assigned two complete sections of grade 9 from Al-Hassan Bin Al-Haytham school for boys, with 30 students in the experimental group in the first section and 30 students in the control group in the second section. A pre-/post reading comprehension test was designed to achieve the study's objective. Also, the experimental group was taught using the five-fingers strategy, while the control group was instructed using the traditional teaching method suggested in the Teacher's Book.</p> <p style="direction: ltr;"><strong>Results</strong>: The results of the study indicated that th five-fingers strategy improved students' reading comprehension.</p> <p style="direction: ltr;"><strong>Conclusion</strong>: The reading comprehension of the participants were improved by the five- fingers strategy-based instructional strategy. When five-fingers strategy was used in the classroom, the students' rearing comprehension increased. In addition, five-fingers strategy-based instructional strategy increased student performance on the post-test compared to the pre-test, indicating that it has an impact on improving the teaching/learning process and expanding the teaching content in the MOE textbook.</p> Ahmad Abedelrahman Taani Copyright (c) 2025 http://creativecommons.org/licenses/by/4.0 https://journals.qou.edu/index.php/jropenres/article/view/4747 Sat, 31 May 2025 00:00:00 +0300