on developing teacher practices in integrating technology into the learning and teaching processes. In addition, several projects related to e-learning, such as the educational portal, technical guidance and safe use, and several digital tools, including virtual laboratories, were studied. 5. Moreover, training of all teachers and school staff to make them productive and able to provide support to students, and provision of digital educational content has been expanded. To keep moving forward with developing operations within the Ministry of Education, an electronic correspondence and archiving system has been provided since 2014, to rationalize expenditures and develop efficient and effective work mechanisms, allowing the digital transformation of all traditional services into electronic services. 6. In 2015, the Digital Empowerment in Education program was launched. This is the stage where teachers and students are empowered to enhance the production of knowledge, not its consumption. Since the launch of “His Majesty King Hamad’s Schools of the Future”, the Kingdom of Bahrain has committed itself to blended learning, in which e-learning is blended with classroom education in an integrated manner. Several learning strategies have also been used that enhance this model of learning, such as the Flipped Classroom and Project-Based Learning, which allow the student to self-educate using the materials uploaded (sent) by the teacher through the educational portal (eduNET), then projects are presented and discussed during the lesson in face-to-face classes with the presence of the teacher and students. 7. As an immediate response to the Royal and Government Directives on the need to address the repercussions of the Covid-19 crisis in all aspects of life in general, and in learning and education processes in particular, the digital transformation projects previously launched by the Ministry of Education, contributed to providing learning during the Covid-19 pandemic. This took place through the educational portal launched on cloud computing platform, which in turn enabled teachers, administrators, students and parents access all administrative and educational services digitally and online. 8. Microsoft 365 accounts with all its cloud computing applications were also provided, including e-mails and file storage (One Drive) for all the employees of the Ministry and all the students of public schools to enable them to work and learn remotely. In addition, Microsoft Teams application was used to provide virtual classes that have contributed to enhancing live and interactive communication between teachers and their students. The Ninth Annual Report of the NIHR 79