This comparative paper has made a number of significant contributions to the field of e-learning. The paper explored the difficulties of using e-learning among teachers in Palestine and Occupied Palestine Territories. This paper is based on four questions and four hypotheses were formulated. For data collection, the researchers used a questionnaire. The Statistical Package for the Humanities (SPSS V. 23)is used for analyzing the data. Our results go beyond previous reports, showing that teachers in both areas face tremendous difficulties related to the student themselves and the subject itself. However, our results are opposite to the findings of the study of Al Subaie (2017) and Al-Harash, Mufleh, and Al-Dahon (2010), which showed that the difficulties related to hardware and software are the most noticed obstacles. Planned comparisons also revealed that there are no differences in the degree of teachers' use of e-learning. Even though we did not replicate the previously reported studies in 2020 and 2021, our results state that there were differences due to the place variable in favor of West Bank teachers. The paper recommends teachers reduce the burdens in the classroom to encourage students to focus during e-learning. Future investigations are necessary to validate the kinds of conclusions that can be drawn from this study. Future studies could fruitfully explore this issue further by conducting a study on teachers’ competencies related to e-learning between the aforementioned areas.

Palestinian students in the occupied regions of Palestine are facing exceptional circumstances besides difficulties, unlike other neighboring countries in the world. These are due to the continuing occupation by Israel. This study, intended to find out English Language Education under Israeli Occupation through dramatization Method for the EFL students in Palestine. This study used a full qualitative method, the participants were eight students who had used drama as a technique in learning English language class. The researcher got the data from interviewing the students. The result of this study showed that the English Language Education under Israeli Occupation through dramatization method for the EFL students in Palestine dramatization method is effective in Learning English for Palestinian students. The results of interviews with eight students indicate that they have a positive perception of the dramatization method in learning English language class. Thus, the technique of dramatization examines their thoughts, memories, and responses, offering greater insights into this complex and disturbing situation due to conflict and occupation.