Abstract

Objectives: This study aimed to investigate the impact of the digital divide on distance learning in Arab schools in Palestine 1948 from teachers' perspectives, by examining three main dimensions: the gap in access to technology and digital infrastructure, the gap in students' digital skills and technical competence, and the impact of the digital divide on academic achievement and learning quality. Methods: The researcher adopted the descriptive-analytical approach, and the study sample consisted of (92) male and female teachers from upper elementary schools in Arab schools in the northern region, selected through convenience sampling. The researcher used a questionnaire consisting of (30) items distributed across three dimensions. Results: The results showed that teachers strongly agree that geographical location and lack of digital infrastructure significantly affect distance learning, that students need continuous support to develop their technical skills, and that the digital divide negatively affected academic achievement, learning quality, and widened the gap between high and low-achieving students. The results also showed no statistically significant differences in teachers' responses according to gender, educational qualification, and years of experience variables. Conclusions: The study recommended developing digital infrastructure, designing training programs for digital skills, and establishing educational policies that consider digital equity.