View in EDS

Advancing SDG 4 through Blended Learning: Faculty Engagement and Management Insights from a Diffusion of Innovations Lens.

Saved in:

Bibliographic Details
Title:	Advancing SDG 4 through Blended Learning: Faculty Engagement and Management Insights from a Diffusion of Innovations Lens.
Authors:	Kumar, Arya¹ aryantripathy@yahoo.com, Kumar, Anuj² anuj.kumar@rushford.ch, Debyani, Devi³ debyani.ddebyani@gmail.com, Vasudevan, Asokan^4,5 asokan.vasudevan@newinti.edu.my, Nanda, Subhashree chikisubhashree@gmail.com
Source:	Journal of Engineering Education Transformations. 2025 Special Issue, Vol. 39, p52-64. 13p.
Subject Terms:	Blended learning, Diffusion of innovations, Student engagement, Educational support, Instructional systems, Higher education, Participatory design
Abstract:	In recent years, we have witnessed blended learning emerge as a defining feature of higher education, aiming to enrich student engagement and outcomes. Our universities have increasingly embraced this approach across various levels. While its adoption has grown, we observed that understanding of blended learning often remains limited to isolated, small-scale practices. In our research, we applied Rogers' diffusion of innovations theory to explore how blended education is implemented in academic environments. We conducted semi-structured interviews with 26 faculty members and seven university leaders involved in a university-wide blended education programme. Alongside thematic pattern matching, we analysed institutional documents to gain deeper insight. Our findings indicate that, although some faculty expressed reluctance, the transition was facilitated by a robust strategy, substantial infrastructural investments, and sustained institutional support. However, applying Rogers' model revealed a critical omission--the 'matching' stage was missing. This absence highlights the failure to include lecturers in key decisions and to integrate their feedback into the design process. Moreover, we recognise that AI-powered platforms--ranging from adaptive learning systems to intelligent content delivery--now play an essential role in enhancing blended learning. Yet, without inclusive design, even AI cannot bridge the disconnect between pedagogy and practice. [ABSTRACT FROM AUTHOR]
	Copyright of Journal of Engineering Education Transformations is the property of Rajarambapu Institute of Technology and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	In recent years, we have witnessed blended learning emerge as a defining feature of higher education, aiming to enrich student engagement and outcomes. Our universities have increasingly embraced this approach across various levels. While its adoption has grown, we observed that understanding of blended learning often remains limited to isolated, small-scale practices. In our research, we applied Rogers' diffusion of innovations theory to explore how blended education is implemented in academic environments. We conducted semi-structured interviews with 26 faculty members and seven university leaders involved in a university-wide blended education programme. Alongside thematic pattern matching, we analysed institutional documents to gain deeper insight. Our findings indicate that, although some faculty expressed reluctance, the transition was facilitated by a robust strategy, substantial infrastructural investments, and sustained institutional support. However, applying Rogers' model revealed a critical omission--the 'matching' stage was missing. This absence highlights the failure to include lecturers in key decisions and to integrate their feedback into the design process. Moreover, we recognise that AI-powered platforms--ranging from adaptive learning systems to intelligent content delivery--now play an essential role in enhancing blended learning. Yet, without inclusive design, even AI cannot bridge the disconnect between pedagogy and practice. [ABSTRACT FROM AUTHOR]
ISSN:	23492473