Exploring Teacher Educators’ Perspectives of Play-Based Learning: A Mixed Method Approach

Background: This study examined teacher educators’ perceptions of play-based learning in the context university-based education programmes Palestine. Methods: Using a cross-sectional, multi-method design, we explored factors relating to capability, opportunity and motivation incorporate into their practice. Thirty-six staff from four Palestinian universities completed an online survey 17 were interviewed. Results: Teacher educators recognise value are motivated apply this pedagogical approach. However, attempts practices is affected by insufficient knowledge skills practical contexts. Furthermore, social cues, cultural norms physical challenges currently limit adopt approaches. Conclusion: Our findings highlight that embrace as approach importance using educational practices. The can inform future professional development programs for educators.