Social and cultural obstacles to distance learning for pre-university students: a field study

The world has recently passed the spread of the Corona virus, which resulted in social distancing measures and reducing gatherings to prevent the spread of the virus, which led to the closure of educational institutions in most countries of the world, and to maintain the progress of the educational process, governmental and non-governmental institutions began to turn to distance education to replace Traditional learning, and with the beginning of the decline of the virus, the return of human gatherings, and the reduction of social distancing measures, calls began to benefit from integrating distance learning into the educational process in Egyptian society. Therefore, the current research aims to focus on social and cultural obstacles through some variables that the studies did not address, such as Place of residence, types of schools, the extent of the culture of self-education, and identification of the most important technical obstacles to distance education in Egypt. The research relied on a descriptive approach and a questionnaire as a tool for collecting data on a sample of pre-university education students. The study concluded that the most important obstacles to distance education in Egypt are These are represented by the slow Internet and its high cost, the lack of a culture of self-education, and the fact that the academic curricula are not compatible with the nature of the distance education process.