INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) IN SECONDARY EDUCATION IN THE ARAB SECTOR: PARENTAL ATTITUDES AND THE CHALLENGES OF THE DIGITAL DIVIDE

Abstract

The integration of Information and Communication Technology (ICT) in education is vital for
enhancing learning, expanding resource access, and fostering digital skills. This study explores
parental attitudes toward ICT implementation in Arab high schools in Israel, focusing on its
impact on learning, teaching, and school management processes. The research identifies key
barriers, including cultural perceptions, limited infrastructure, and insufficient digital skills,
which hinder effective ICT adoption.Using qualitative research methods, data was collected
from interviews with 22 parents of high school students across 11 schools in northern and
southern Israel. Findings indicate a dual perspective among parents: while recognizing the
potential of ICT to enrich educational experiences, they express concerns about over-reliance
on technology, health risks from prolonged screen time, and the erosion of traditional teacherstudent interactions. A significant digital divide was also observed, disproportionately
affecting underprivileged households. This study introduces a novel focus on high school
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parental perspectives within the Arab sector, emphasizing the need for targeted interventions.
Recommendations include parent training programs to improve digital literacy, enhanced
infrastructure support, and culturally sensitive strategies to bridge the gap between digital and
traditional learning. These efforts can foster a balanced and inclusive educational
environment, leveraging ICT’s benefits while addressing its challenges.