An Examination of Blended Learning in the Context of Higher Education: Challenges, Adaptive Strategies, and Institutional Support

Abstract

This research article utilizes a desktop research technique to thoroughly investigate the blended learning environment in higher education. It specifically focuses on the obstacles, instructional adjustments, and institutional support related to this topic. This study delineates many significant obstacles faced by students by a comprehensive review of existing literature, development of a theoretical framework, and amalgamation of data from previous research. The issues include several aspects, including course design complexities, social-emotional well-being, time management, technology accessibility, and digital literacy. Various theoretical frameworks are used to understand the underlying processes that lead to issues in integrated learning. Employing theme analysis on qualitative insights and theoretical perspectives may provide a thorough understanding of the issues, coping methods, and institutional support systems indicated. Academic institutions are driven to provide practical suggestions based on the identification of significant themes and insights obtained from integrated research results. To foster balanced and inclusive learning environments, we prioritize ongoing assessment of teaching methods, fair and impartial distribution of technology resources, strong support systems, and creative teaching techniques. Academic institutions can foster the academic achievement and personal development of students in the era of digitalization by diligently prioritizing these initiatives that cater to the varied requirements of students. This exhaustive investigation provides policymakers, institutions, and educators with invaluable insights that empower them to effectively manage the intricacies of integrated learning and improve the academic performance of students.