INTEGRATING HYBRID LEARNING APPROACHES FOR ENHANCED PEDAGOGY IN HIGHER EDUCATION SETTINGS

Abstract

Blended learning has emerged globally as an imperative response to the diverse requirements of higher education institutions. This novel strategy integrates conventional classroom techniques with online components, leveraging the advantages of both in-person instruction and electronic learning. The objective of this study is to assess the degree to which blended learning is incorporated into the instructional methods of Higher Education Institutions (HEIs) in Pakistan. Utilizing a multi-methodology process with an explanatory sequential model, the research specifically targets educators from public universities through an exhaustive sampling procedure. Utilizing questionnaires and interviews as primary data collection tools, the research underscores a positive inclination among teachers toward the incorporation of technology in pedagogy. Notably, the majority of educators demonstrate proficiency in various software applications and possess adept internet skills. However, the study highlights that despite this positive outlook, universities are still in the early stages of awareness regarding blended learning implementation. The conclusion underscores the need for concerted efforts to facilitate a more effective adoption of blended learning, emphasizing the imperative role of universities in providing additional computing infrastructure for seamless course execution. The research advocates for the explicit inclusion of blended learning in universities' strategic plans to ensure comprehensive and well-defined integration.