Exploring the implementation of blended learning approaches in a selected university in the Western Cape province.

Abstract

The central phenomenon of this study is the institutional planning and implementation of blended learning. The broader debates underpinning the research centre on the relationship between institutional support structures and individual adoption processes, the benefits and challenges of integrating blended learning, and the categorisation of blended learning approaches into low, medium, and high impact. The theoretical framework guiding the analysis of the adoption and implementation process draws on the following theories: Diffusion of Innovations, the Concerns-Based Adoption Model, and the Technology Acceptance Model. To anchor the research empirically, a case study was conducted at a university of technology, where purposive sampling was employed. The key findings highlight the interrelationships among the university of technology’s blended learning practices, decision-making processes, implementation strategies, and pedagogical outcomes. The central argument of the study is that robust institutional support is essential for the successful implementation of blended learning. Strong institutional backing facilitates ease of adoption, builds confidence among academic stakeholders, and enables the sustainable integration of digital transformation initiatives. The findings further reveal that within the educational ecosystem, a significant gap persists between structural adoption, such as deploying platforms, uploading materials, and completing training, and genuine pedagogical transformation, which involves redesigning curricula, rethinking assessment strategies, and fostering student-centred digital learning experiences. This gap represents a critical area identified and documented by the study.