Gilad Ravid

Students in peripheral areas often score lower in the sciences than those in urban areas. This study explores the feasibility of distance learning in making quality science education accessible everywhere. In 2016, the Israeli government established technological infrastructure in southern peripheral schools, but these resources remained largely unused. From 2018 to 2019, we interviewed school principals and education department directors, and surveyed teachers and students about distance learning. The findings showed hesitance among educators to implement distance learning for expanding science subjects, despite their confidence in using it when necessary. After the mandatory shift to distance learning during the COVID-19 pandemic in 2020, attitudes towards technology in remote schools improved. Barriers to implementing distance learning were found to be mainly due to internal factors like preconceived notions, which limited the development of necessary skills among teachers and students. We recommend addressing internal resistance to distance learning in teacher training programs.