Advancing SDG 4 through Blended Learning: Faculty Engagement and Management Insights from a Diffusion of Innovations Lens.
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| Title: | Advancing SDG 4 through Blended Learning: Faculty Engagement and Management Insights from a Diffusion of Innovations Lens. |
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| Authors: | Kumar, Arya1 aryantripathy@yahoo.com, Kumar, Anuj2 anuj.kumar@rushford.ch, Debyani, Devi3 debyani.ddebyani@gmail.com, Vasudevan, Asokan4,5 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 |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188509793 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Advancing SDG 4 through Blended Learning: Faculty Engagement and Management Insights from a Diffusion of Innovations Lens. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kumar%2C+Arya%22">Kumar, Arya</searchLink><relatesTo>1</relatesTo><i> aryantripathy@yahoo.com</i><br /><searchLink fieldCode="AR" term="%22Kumar%2C+Anuj%22">Kumar, Anuj</searchLink><relatesTo>2</relatesTo><i> anuj.kumar@rushford.ch</i><br /><searchLink fieldCode="AR" term="%22Debyani%2C+Devi%22">Debyani, Devi</searchLink><relatesTo>3</relatesTo><i> debyani.ddebyani@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Vasudevan%2C+Asokan%22">Vasudevan, Asokan</searchLink><relatesTo>4,5</relatesTo><i> asokan.vasudevan@newinti.edu.my</i><br /><searchLink fieldCode="AR" term="%22Nanda%2C+Subhashree%22">Nanda, Subhashree</searchLink><i> chikisubhashree@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Engineering+Education+Transformations%22">Journal of Engineering Education Transformations</searchLink>. 2025 Special Issue, Vol. 39, p52-64. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Diffusion+of+innovations%22">Diffusion of innovations</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems%22">Instructional systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Participatory+design%22">Participatory design</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 52 Subjects: – SubjectFull: Blended learning Type: general – SubjectFull: Diffusion of innovations Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Educational support Type: general – SubjectFull: Instructional systems Type: general – SubjectFull: Higher education Type: general – SubjectFull: Participatory design Type: general Titles: – TitleFull: Advancing SDG 4 through Blended Learning: Faculty Engagement and Management Insights from a Diffusion of Innovations Lens. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kumar, Arya – PersonEntity: Name: NameFull: Kumar, Anuj – PersonEntity: Name: NameFull: Debyani, Devi – PersonEntity: Name: NameFull: Vasudevan, Asokan – PersonEntity: Name: NameFull: Nanda, Subhashree IsPartOfRelationships: – BibEntity: Dates: – D: 02 M: 09 Text: 2025 Special Issue Type: published Y: 2025 Identifiers: – Type: issn-print Value: 23492473 Numbering: – Type: volume Value: 39 Titles: – TitleFull: Journal of Engineering Education Transformations Type: main |
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