Abstract

Objectives: The current study aimed to investigate the effect of a blended project-based training program on EFL teachers' implementation of differentiated instruction in Jerusalem. Methods: The study used a descriptive-analytical design using quantitative methods; the study used a one-group quasi-experiment that lasted for ten weeks. It involved using a questionnaire instrument adapted from Whipple's (2012) administered both before and after the training program on 35 EFL teachers from Jerusalem. The data was transformed into numerical form and analyzed using the Statistical Package for the Social Sciences (SPSS). As the data was not normally distributed, a nonparametric Wilcoxon test was employed for statistical analysis. Results: The data revealed a positive effect of the training program. Conclusions: There was a significant difference between participants' implementation of differentiated instruction before and after the blended project-based training program. Thus, the researchers offered crucial recommendations to the Ministry of Education, including allocating special funds for teacher training.