Teachers’ Perception and Challenges of Online Education in UAE: A Quantitative Study

Ghadah Al Murshidi, UAE University, UAE
Laila Mohebi*, Zayed University, UAE
Kavitha K., Army Public School, Karnataka, India
Roohi Kursheed Khan, Dayananda Sagar University, Bangalore, India
Ahmed Al Zaabi, Dubai Police Academy, Dubai Police, Dubai, UAE

https://doi.org/10.9743/JEO.2026.23.1.24

Abstract

This study analyzes survey data from teachers in UAE educational institutions to examine their perceptions towards the benefits and challenges of online learning, with a focus on student engagement, technical barriers, and instructional effectiveness. In light of changing educational paradigms, the study examines teachers’ perceptions of online learning success and the challenges it presents, including technical issues, concerns about student involvement, and academic integrity. A survey was conducted among teachers in the UAE to gather data on online education, ensuring representation across genders, age groups, educational backgrounds, and geographic areas. The study highlights the benefits of online learning, including its adaptability and accessibility, but it also acknowledges challenges in learning outcomes and interpersonal dynamics in virtual classrooms. The research advocates enhancing virtual instruction and increasing student engagement by emphasizing the importance of funding infrastructure and support services for effective virtual learning. The study suggests further research on the long-term effects of online learning on academic performance and student well-being as well as comparing various modalities and exploring new technological advancements. 

Keywords: distance education, educational technology, online learning, teacher perspectives, Student engagement, quantitative research