ABSTRACT: This paper used Hofstede’s cultural dimensions theory, precisely the dimensions of power
distance, individualism/collectivism, and uncertainty avoidance, as a framework to analyze Palestinian culture
and educational practices. Though Arab societies do not fully embrace Islamic teachings, religious principles
significantly shape cultural beliefs and behaviors. Therefore, analyzing traditional Palestinian proverbs
provides insight into entrenched societal values. According to Hofstede’s model, Palestine aligns with broader
Arab countries, ranking high in power distance and uncertainty avoidance and low in individualism. These
cultural tendencies manifest in Palestinian educational norms, such as deference to teachers, collectivist
learning environments, and resistance to pedagogical reform. However, technological advances have begun
shifting specific dynamics, like teacher-student relationships. This paper argues that educational progress
requires leveraging positive collectivist and power distance attributes while utilizing modern learning
technologies. Examples from Japan and South Korea demonstrate how Palestinian Education can honor
cultural heritage yet develop critical thinking skills. Suggestions include establishing ethics for online learning,
integrating global education trends without compromising Palestinian identity, and focusing on cooperative
facets of collectivism. Palestinian Education can thrive despite ongoing political challenges with proper
community and policy support.
KEYWORDS: Palestinian culture, Hofstede’s cultural dimensions, Educational practices, Teacher-student
dynamics; Educational reform; Modern learning technologies; Power distance.
Practices through Hofstede’s Lens