Challenges and Prospects of E-Learning in Engineering Education: A Case Study from Palestinian Universities Post-COVID-19

Abstract

When COVID-19 closed campuses worldwide, colleges suddenly had to swap lecture halls for laptops, and engineering programs struggled most because so much of the f ield depends on workshops and labs that cannot be moved online. This paper looks at the roadblocks and open spaces that distance learning created for engineering students at Palestinian universities during the crisis and the months that followed. Using both surveys and interviews, the study ques tioned 108 first- to final-year students from several branches of engineering at two leading institutions. The numbers show that students often fought with poor Internet, missing equipment, lack of hands-on demos, fading motivation, and limited contact with busy lecturers. Written comments reinforced those themes and called for sturdy WiFi, blended classes mixing live and recorded sessions, and additional tutoring that meets industry standards. Together, the results warn that quick fixes will not hold long; faculties must rethink online engineering courses so graduates are skilled, confident, and ready for a tech-driven job market—even when budgets are tight.