The rapid integration of Digital Learning into higher education, accelerated by the COVID-19 pandemic, has transformed educational landscapes globally. This qualitative study employs a phenomenological approach, through thematic analysis of in-depth interviews with 15 lecturers, to investigate the implementation of a Digital Learning initiative by the Council for Higher Education (CHE) and the Planning and Budgeting Committee (PBC) at a leading institution in northern Israel. Our findings reveal four interconnected domains influencing Digital Learning implementation: educational, personal, cultural and social, and institutional. We found that while Digital Learning enhances pedagogical innovation and accessibility, it also presents significant challenges in terms of technological adaptation and cultural integration. This study provides strategic recommendations for refining Digital Learning strategies and offers unique insights into implementing Digital Learning in a culturally diverse, technologically advanced setting. Key recommendations include developing culturally responsive Digital Learning environments, integrating traditional practices like ‘chavruta’ into digital platforms, and investing in flexible technological infrastructure to support diverse pedagogical approaches within the unique Israeli educational context.

Mentors support novice teachers in the critical stages of their learning, which has an effect on novice teachers’ ability to engage in teaching and to stay in the teaching profession for years. The mentor teacher also helps the novice teacher become well integrated and develop professionally. The current study aims to examine the factors that motivate mentor teachers to occupy this position, the guidance and support components of the role and their implementation in the mentoring process, and the frequency and planning of the encounters between mentor and novice teachers, in the context of the Israeli education system. Also examined are the attitudes of mentor teachers towards their role and their perceived ability to operate efficiently. The research population comprises 46 research participants who mentor novice teachers in high schools in Israel. Analysis of their attitudes shows that the factors that motivated them to serve as mentor teachers are related to a consciousness guided by a sense of personal mission and intrinsic motivation to promote novice teachers. Also, factors related to realizing their personal values and aims, such as realizing a vision, personal satisfaction, interest, and challenge, were found to be common. According to self-reported findings, mentor teachers were very helpful to novice teachers on issues such as class management, managing and planning teaching, evaluating students, and nurturing a professional identity. They also supported emotional aspects related to the teaching process, including their sense of efficacy and contact with the students. Mentor teachers felt a great deal of satisfaction with the mentoring process and would recommend this experience to other teachers to a high degree. Hence, a teacher who chooses the profession from a sense of a personal mission in the education system will also see their mentoring role as a mission for the sake of the next generation. Leaders in the education system are advised to develop a more holistic mentoring model that incorporates the traditional mentoring model yet guides us towards a mentoring process that is better adapted to the postmodern era, and is based on a long-term strategy for helping retain novice teachers within the education system.

This paper examines the relationship between quality of instruction of faculty members as assessed by students and the assessment periods involved. It is based on analysis carried out in Israel's largest public college. Our aim was to explore whether investments to improve the quality of instruction of faculty members are cost beneficial. The findings of this study confirm an improvement in all faculty members' ratings on assessment items as measured in instruction assessment surveys conducted at four points in time. Yet, the findings also indicate that improvements in teaching were not related to instructors' participation in teaching workshops or to any other steps taken by the college to improve quality of teaching. On the whole instructor's age was found to be an individual attribute variable of paramount importance. Seniority turned out to be another important professional attribute variable.